This article is part of the PhD research developed in the Post-Graduate Program in History (Federal University of Goiás) entitled "Intercultural historical learning from the knowledge conveyed in indigenous and non-indigenous educational contexts". Its aim is to present a critique of the Brazilian historiographic matrix, highlighting the influences of European racial theories during its formation process and to analyze the incidences of this matrix on the historical conceptions of the students from Dona Gercina Borges School, located in the Brazilian city of Formoso do Araguaia, in the state of Tocantins, which borders several indigenous villages of Javaé people. The theoretical methodological framework is linked, above all, to the studies and discussions developed by the modernity/coloniality/decoloniality movement, the historical perspectives of two great indigenous leaders, Gersem Baniwa and Daniel Munduruku, and the positioning of the students themselves heard in the research.
本文是历史学研究生项目(Goiás联邦大学)博士研究的一部分，题为“土著和非土著教育背景下的跨文化历史学习”。其目的是对巴西的史学矩阵进行批判，强调欧洲种族理论在其形成过程中的影响，并分析该矩阵对Dona Gercina Borges学校学生的历史概念的影响，该学校位于巴西城市Formoso do Araguaia，位于Tocantins州，与几个土著村庄接壤。首先，理论方法框架与现代性/殖民主义/非殖民主义运动的研究和讨论，两位伟大的土著领导人Gersem Baniwa和Daniel Munduruku的历史观点，以及在研究中听到的学生自己的定位联系在一起。
{"title":"The Influence of European Racial Theories on the Formation of the Brazilian Historiographic Matrix and History Teaching","authors":"L. M. D. Silva, Elias Nazareno","doi":"10.17583/hse.2020.5126","DOIUrl":"https://doi.org/10.17583/hse.2020.5126","url":null,"abstract":"This article is part of the PhD research developed in the Post-Graduate Program in History (Federal University of Goiás) entitled \"Intercultural historical learning from the knowledge conveyed in indigenous and non-indigenous educational contexts\". Its aim is to present a critique of the Brazilian historiographic matrix, highlighting the influences of European racial theories during its formation process and to analyze the incidences of this matrix on the historical conceptions of the students from Dona Gercina Borges School, located in the Brazilian city of Formoso do Araguaia, in the state of Tocantins, which borders several indigenous villages of Javaé people. The theoretical methodological framework is linked, above all, to the studies and discussions developed by the modernity/coloniality/decoloniality movement, the historical perspectives of two great indigenous leaders, Gersem Baniwa and Daniel Munduruku, and the positioning of the students themselves heard in the research.","PeriodicalId":41118,"journal":{"name":"HSE-Social and Education History","volume":"1 1","pages":""},"PeriodicalIF":0.1,"publicationDate":"2020-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79717368","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
El objetivo de este articulo es caracterizar la experiencia desarrollada por los maestros comunistas argentinos durante los anos 1918-1943 en sus aspectos politico-ideologicos, educativos y sindicales. Una parte de la historiografia social y politica ha senalado que estos maestros adoptaron politicas educativas deudoras del positivismo y el mecanicismo, las que tuvieron su mayor manifestacion en la obra de Anibal Ponce Educacion y lucha de clases . Esta perspectiva educativa habria rechazado absolutamente todo tipo de renovacion pedagogica asociada al movimiento de la Escuela Nueva, rescatando en cambio las ideas del liberalismo del padre de la escuela publica argentina: Domingo Faustino Sarmiento. A partir del analisis de los textos de los pedagogos comunistas, de sus experiencias educativas y de su participacion sindical buscaremos explicar como estos educadores si desarrollaron experiencias renovadoras de educacion, pero no asociadas a visiones ideales de la escuela, sino desde una vision de la sociedad, y la escuela, tenida por la lucha de clases.
{"title":"Maestros, pedagogos y sindicalistas. Los comunistas en la escuela de Sarmiento. Argentina 1918-1943","authors":"Christián Matamoros Fernández, Rolando Álvarez Vallejos","doi":"10.17583/hse.2020.5049","DOIUrl":"https://doi.org/10.17583/hse.2020.5049","url":null,"abstract":"El objetivo de este articulo es caracterizar la experiencia desarrollada por los maestros comunistas argentinos durante los anos 1918-1943 en sus aspectos politico-ideologicos, educativos y sindicales. Una parte de la historiografia social y politica ha senalado que estos maestros adoptaron politicas educativas deudoras del positivismo y el mecanicismo, las que tuvieron su mayor manifestacion en la obra de Anibal Ponce Educacion y lucha de clases . Esta perspectiva educativa habria rechazado absolutamente todo tipo de renovacion pedagogica asociada al movimiento de la Escuela Nueva, rescatando en cambio las ideas del liberalismo del padre de la escuela publica argentina: Domingo Faustino Sarmiento. A partir del analisis de los textos de los pedagogos comunistas, de sus experiencias educativas y de su participacion sindical buscaremos explicar como estos educadores si desarrollaron experiencias renovadoras de educacion, pero no asociadas a visiones ideales de la escuela, sino desde una vision de la sociedad, y la escuela, tenida por la lucha de clases.","PeriodicalId":41118,"journal":{"name":"HSE-Social and Education History","volume":"9 1","pages":"278-300"},"PeriodicalIF":0.1,"publicationDate":"2020-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44450749","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Educational Memory of Chinese Female Intellectuals in Early Twentieth Century describes the campus life, teacher-student interaction, academic career, and ideological change of the first generation of female intellectuals trained in higher education in China as the Chinese society changed in the early 20th century. Using the research methods of life history, oral history, and history of mentalities, the author reveals the special experiences and ideological journeys of Chinese female intellectuals by the literature works of three first-generation Chinese female intellectuals and other people's interpretations and commentary on their works. It also analyzes the relationship between many factors such as society, academia and education, especially higher education, and female intellectuals.
{"title":"Educational Memory of Chinese Female Intellectuals in Early Twentieth Century","authors":"Guo Mengna","doi":"10.17583/hse.2020.5267","DOIUrl":"https://doi.org/10.17583/hse.2020.5267","url":null,"abstract":"Educational Memory of Chinese Female Intellectuals in Early Twentieth Century describes the campus life, teacher-student interaction, academic career, and ideological change of the first generation of female intellectuals trained in higher education in China as the Chinese society changed in the early 20th century. Using the research methods of life history, oral history, and history of mentalities, the author reveals the special experiences and ideological journeys of Chinese female intellectuals by the literature works of three first-generation Chinese female intellectuals and other people's interpretations and commentary on their works. It also analyzes the relationship between many factors such as society, academia and education, especially higher education, and female intellectuals.","PeriodicalId":41118,"journal":{"name":"HSE-Social and Education History","volume":"28 1","pages":""},"PeriodicalIF":0.1,"publicationDate":"2020-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87404295","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Jesús Marauri Ceballos, Beatriz Villarejo Carballido, Rocío García Carrión
La Ensenanza Religiosa Escolar (ERE) en Espana es una asignatura de obligada oferta para los centros y de libre decision para el alumnado desde 1979. Entre las competencias que ha de adquirir el alumnado en esta materia se encuentra la comprension lectora de la Biblia. Las escuelas catolicas tradicionalmente han abordado la ensenanza de esta materia desde una pedagogia tradicional. Sin embargo, se ha estudiado menos la ensenanza religiosa desde una perspectiva dialogica. Esta investigacion se ha centrado en analizar la implementacion de una actuacion concreta denominada Tertulias Dialogicas a partir de la lectura y debate de la Biblia con alumnado de primaria en el Pais Vasco. La metodologia empleada analiza las interacciones y dialogos de 22 ninos y ninas en 7 sesiones. Los resultados obtenidos muestran que el alumnado participa a traves de interacciones dialogicas que reflejan procesos de pensamiento de orden superior. Concretamente, se producen en un total de 596 intervenciones en las que participa la mayoria del alumnado y se caracterizan por realizar aportaciones, preguntas, mostrar acuerdos y desacuerdos, y dar razonamientos a partir del texto biblico. Con ello, las Tertulias Teologicas Dialogicas introducen una aproximacion dialogica en la ensenanza religiosa
{"title":"Las Tertulias Teológicas Dialógicas en educación primaria: aprendizaje y enseñanza de la religión en un espacio dialógico","authors":"Jesús Marauri Ceballos, Beatriz Villarejo Carballido, Rocío García Carrión","doi":"10.17583/hse.2020.4914","DOIUrl":"https://doi.org/10.17583/hse.2020.4914","url":null,"abstract":"La Ensenanza Religiosa Escolar (ERE) en Espana es una asignatura de obligada oferta para los centros y de libre decision para el alumnado desde 1979. Entre las competencias que ha de adquirir el alumnado en esta materia se encuentra la comprension lectora de la Biblia. Las escuelas catolicas tradicionalmente han abordado la ensenanza de esta materia desde una pedagogia tradicional. Sin embargo, se ha estudiado menos la ensenanza religiosa desde una perspectiva dialogica. Esta investigacion se ha centrado en analizar la implementacion de una actuacion concreta denominada Tertulias Dialogicas a partir de la lectura y debate de la Biblia con alumnado de primaria en el Pais Vasco. La metodologia empleada analiza las interacciones y dialogos de 22 ninos y ninas en 7 sesiones. Los resultados obtenidos muestran que el alumnado participa a traves de interacciones dialogicas que reflejan procesos de pensamiento de orden superior. Concretamente, se producen en un total de 596 intervenciones en las que participa la mayoria del alumnado y se caracterizan por realizar aportaciones, preguntas, mostrar acuerdos y desacuerdos, y dar razonamientos a partir del texto biblico. Con ello, las Tertulias Teologicas Dialogicas introducen una aproximacion dialogica en la ensenanza religiosa","PeriodicalId":41118,"journal":{"name":"HSE-Social and Education History","volume":"9 1","pages":"201-223"},"PeriodicalIF":0.1,"publicationDate":"2020-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44083996","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Este trabajo analiza como fue, a que respondio y que consecuencias sociales tuvo la accion educativa que Espana llevo a cabo en el Sahara Espanol durante el periodo franquista. Para realizar este analisis se ha recurrido a una metodologia de investigacion de caracter cualitativo, en la que estan presentes tanto fuentes documentales como orales. De forma sintetica, podemos concluir que en la sociedad colonial que surgio desde 1939 hasta 1975, pero fundamentalmente durante el Desarrollismo, la implantacion del sistema educativo espanol, con su didactica y su ensenanza-aprendizaje de la historia, sirvio para promover la permanencia de Espana en el Sahara Espanol, a traves de la formacion del pensamiento social, dejando, ademas, unas huellas indelebles en la identidad cultural saharaui.
{"title":"Educación, escuelas y enseñanza-aprendizaje de la historia en el Sáhara Español","authors":"Beatriz Andreu-Mediero, Nadia Kroudo","doi":"10.17583/hse.2020.4619","DOIUrl":"https://doi.org/10.17583/hse.2020.4619","url":null,"abstract":"Este trabajo analiza como fue, a que respondio y que consecuencias sociales tuvo la accion educativa que Espana llevo a cabo en el Sahara Espanol durante el periodo franquista. Para realizar este analisis se ha recurrido a una metodologia de investigacion de caracter cualitativo, en la que estan presentes tanto fuentes documentales como orales. De forma sintetica, podemos concluir que en la sociedad colonial que surgio desde 1939 hasta 1975, pero fundamentalmente durante el Desarrollismo, la implantacion del sistema educativo espanol, con su didactica y su ensenanza-aprendizaje de la historia, sirvio para promover la permanencia de Espana en el Sahara Espanol, a traves de la formacion del pensamiento social, dejando, ademas, unas huellas indelebles en la identidad cultural saharaui.","PeriodicalId":41118,"journal":{"name":"HSE-Social and Education History","volume":"9 1","pages":"176-200"},"PeriodicalIF":0.1,"publicationDate":"2020-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46018877","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"La mujer que salvaba a los niños.","authors":"E. Sánchez","doi":"10.17583/hse.2020.5145","DOIUrl":"https://doi.org/10.17583/hse.2020.5145","url":null,"abstract":"","PeriodicalId":41118,"journal":{"name":"HSE-Social and Education History","volume":"9 1","pages":"121-123"},"PeriodicalIF":0.1,"publicationDate":"2020-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45839300","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Brazil’s Estado Novo dictatorship (1938-1945) saw the establishment of a new national youth organization called Juventude Brasileira (Brazilian Youth). Founded by Hitler Youth-inspired bureaucrats, the organization’s operations show how profoundly fascism pervaded the inner-workings of this regime, and more generally, how much educational policy reflects the most foundational priorities of an authoritarian government. However, the persistent dissent against Juventude Brasileira, from within the Ministry of Education and ultimately by a dissatisfied public clamoring for democracy, also illustrates paths of resistance against authoritarianism.
{"title":"Membership Required: Juventude Brasileira and Fascist Education in Brazil’s Estado Novo Dictatorship","authors":"A. M. Daniels","doi":"10.17583/hse.2020.4220","DOIUrl":"https://doi.org/10.17583/hse.2020.4220","url":null,"abstract":"Brazil’s Estado Novo dictatorship (1938-1945) saw the establishment of a new national youth organization called Juventude Brasileira (Brazilian Youth). Founded by Hitler Youth-inspired bureaucrats, the organization’s operations show how profoundly fascism pervaded the inner-workings of this regime, and more generally, how much educational policy reflects the most foundational priorities of an authoritarian government. However, the persistent dissent against Juventude Brasileira, from within the Ministry of Education and ultimately by a dissatisfied public clamoring for democracy, also illustrates paths of resistance against authoritarianism.","PeriodicalId":41118,"journal":{"name":"HSE-Social and Education History","volume":"56 1","pages":""},"PeriodicalIF":0.1,"publicationDate":"2020-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77875188","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
El proposito de este articulo es aportar informacion, generalmente omitida, en la valoracion de Gloria Fuertes como escritora, abordando tres aspectos: a) como escritora de LIJ, se omite su colaboracion voluntaria en revistas infantiles franquistas, prensa con un claro objetivo de adoctrinamiento ideologico y de promocion de un contramodelo de la mujer republicana; b) como escritora vindicada desde algunos feminismos, se omite su colaboracion en revistas femeninas que impusieron modelos de subjetivacion y disciplinamiento femenino unidos al totalitarismo falangista, vinculado ademas al primer aspecto, y c) como escritora vindicada como lesbiana, se omiten sus relaciones estables y esporadicas desde la bisexualidad, asi como su trayectoria en revistas falangistas posicionadas contra la diversidad sexual y defensoras de la subordinacion de la mujer al hombre. En los tres aspectos el articulo incluye el argumentario que debe conocerse desde el rigor cientifico, pero ademas incluye la informacion omitida sobre el contexto de su escritura. Este contexto se omite como un tema menor, prescindible, cuando no lo es y es necesario visibilizarlo. Como investigadores e investigadoras no podemos recortar, silenciar u omitir informacion relevante en un contexto determinado ignorando el contexto de la escritura y sus consecuencias, si queremos analizarlo de manera no fragmentada.
{"title":"El Contexto de la Escritura: el Caso de Gloria Fuertes","authors":"Consol Aguilar Ródenas","doi":"10.17583/hse.2020.5123","DOIUrl":"https://doi.org/10.17583/hse.2020.5123","url":null,"abstract":"El proposito de este articulo es aportar informacion, generalmente omitida, en la valoracion de Gloria Fuertes como escritora, abordando tres aspectos: a) como escritora de LIJ, se omite su colaboracion voluntaria en revistas infantiles franquistas, prensa con un claro objetivo de adoctrinamiento ideologico y de promocion de un contramodelo de la mujer republicana; b) como escritora vindicada desde algunos feminismos, se omite su colaboracion en revistas femeninas que impusieron modelos de subjetivacion y disciplinamiento femenino unidos al totalitarismo falangista, vinculado ademas al primer aspecto, y c) como escritora vindicada como lesbiana, se omiten sus relaciones estables y esporadicas desde la bisexualidad, asi como su trayectoria en revistas falangistas posicionadas contra la diversidad sexual y defensoras de la subordinacion de la mujer al hombre. En los tres aspectos el articulo incluye el argumentario que debe conocerse desde el rigor cientifico, pero ademas incluye la informacion omitida sobre el contexto de su escritura. Este contexto se omite como un tema menor, prescindible, cuando no lo es y es necesario visibilizarlo. Como investigadores e investigadoras no podemos recortar, silenciar u omitir informacion relevante en un contexto determinado ignorando el contexto de la escritura y sus consecuencias, si queremos analizarlo de manera no fragmentada.","PeriodicalId":41118,"journal":{"name":"HSE-Social and Education History","volume":"56 1","pages":""},"PeriodicalIF":0.1,"publicationDate":"2020-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76924332","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Improving Educational Gender Equality in Religious Societies","authors":"Sara Gómez Cuevas","doi":"10.17583/hse.2020.5103","DOIUrl":"https://doi.org/10.17583/hse.2020.5103","url":null,"abstract":"","PeriodicalId":41118,"journal":{"name":"HSE-Social and Education History","volume":"21 1","pages":""},"PeriodicalIF":0.1,"publicationDate":"2020-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83573447","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
espanolLas asociaciones de clanes chinas se encuentran en muchas partes del mundo, debido a la emigracion china desde la China continental durante los anos 1800. Este articulo contextualiza el estudio de esas asociaciones desde el enfoque asiatico a la preservacion de la herencia cultural. En particular, se toma el caso de las asociaciones de clanes cantonesas, un grupo dialectal de las chinas cuyas asociaciones de clanes han sido estudiadas menos extensivamente en comparacion con otros dialectos como el hokkien o el hakka. El estudio de caso utilizado es el Chan See Shu Yuen Clan Association Kuala Lumpur & Selangor (CSYY), cuyo fundador era de origen cantones y que ahora opera como un centro cultural ademas de una atraccion turistica en una localizacion estrategica en Kuala Lumpur, la capital de Malasia. El trabajo de campo consistio en una observacion participante que incluyo fotografia, videografia y reuniones de grupos de debate con la junta directiva de la asociacion, asi como un analisis del contenido de documentos como el anuario, folletos o la web de la asociacion. Identificamos la condicion de transnacionalismo esbozada por Vertovec (1997), segun la cual la asociacion ha vivido una evolucion en sus funciones originales y, asi, ha seguido siendo relevante EnglishChinese clan associations can be found in many parts of the world, due to the Chinese emigration from mainland China in the 1800s. This paper contextualises the study of Chinese clan associations within the Asian approach to cultural heritage preservation. In particular, it takes the case of Cantonese clan associations, a dialect group of the Chinese, whose clan associations have been studied less extensively in comparison to other dialects such as Hokkien and Hakka. The case study used is the Chan See Shu Yuen Clan Association Kuala Lumpur & Selangor (CSSY), which was originally set up by a founder of Cantonese origin, and now operates as a cultural centre as well as a tourist attraction in a strategic location in Malaysia’s capital Kuala Lumpur. Fieldwork consisted of participant observation which included photography, videography, and focus group discussions with the clan association’s board of trustees; and a content analysis of documents such as its yearbook, brochures, and the association’s website. We identified the condition of transnationalism as outlined by Vertovec (1997), in which the clan association had undergone an evolution of its original functions and therefore remained relevant.
由于中国在19世纪初从中国大陆移民，西班牙华人宗族协会遍布世界许多地区。本文将这些协会的研究置于亚洲保护文化遗产的方法的背景下。特别是以广东宗族协会为例，这是一个汉语方言群体，与福建或客家等其他方言相比，其宗族协会的研究较少。所使用的案例研究是吉隆坡和雪兰莪州的Chan See-Shu Yuan氏族协会（CSYY），其创始人曾是广州人，现在除了在马来西亚首都吉隆坡的一个战略地点经营旅游景点外，还作为一个文化中心运营。实地工作包括参与观察，包括摄影、视频和与协会董事会的小组讨论会，以及对协会年鉴、小册子或网站等文件内容的分析。我们确定了Vertovec（1997年）概述的过渡民族主义状况，根据这一状况，该协会在其最初的职能中发生了演变，因此，由于19世纪中国人从中国大陆移民，英汉氏族协会在世界许多地区仍然很重要。本文以亚洲文化遗产保护方法中的中国宗族协会研究为背景。特别是，它以广东宗族协会为例，广东宗族协会是中国人的一个方言群体，与福建和客家等其他方言相比，其宗族协会的研究不那么广泛。所使用的案例研究是吉隆坡和雪兰莪的Chan See Shu Yuan氏族协会，该协会最初由一位广东血统的创始人创立，现在在马来西亚首都吉隆坡的一个战略位置作为文化中心和旅游景点运作。实地工作包括参与者观察，包括摄影、视频和与部族协会董事会的重点小组讨论；以及对其年鉴、小册子和协会网站等文件的内容分析。我们确定了Vertovec（1997年）概述的过渡主义条件，在该条件下，氏族协会经历了其原始职能的演变，因此仍然相关。
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