Pub Date : 2022-05-04DOI: 10.1080/14675986.2022.2070396
X. Mínguez-López, Macarena García-González
ABSTRACT We analyse a corpus of 99 recent Spanish-language picturebooks, based on converging recommendations of prestigious reading promotion institutions in different countries. Focusing on the books that feature non-human characters, we inquire into how animals and other creatures may open possibilities to present diverse and intercultural worlds narrating difference differently. Using critical content analysis with an intersectional lens, we give an overview of the predominant narratives about groups and societal organisations in recommended children’s books. Most of the books in this sample (re)produce a desire for a social homogeneity, depicting communities of similar creatures threatened by those of a different kind and/or by the destabilisation of hierarchical orders. We highlight a few books that open up possibilities to narrate shifting identities and social positionings, as well as dynamics of exclusion and propose to look at the potential of non-representational stories for intercultural education.
{"title":"Diversity and homogeneity in Spanish-language picture books with non-human characters","authors":"X. Mínguez-López, Macarena García-González","doi":"10.1080/14675986.2022.2070396","DOIUrl":"https://doi.org/10.1080/14675986.2022.2070396","url":null,"abstract":"ABSTRACT We analyse a corpus of 99 recent Spanish-language picturebooks, based on converging recommendations of prestigious reading promotion institutions in different countries. Focusing on the books that feature non-human characters, we inquire into how animals and other creatures may open possibilities to present diverse and intercultural worlds narrating difference differently. Using critical content analysis with an intersectional lens, we give an overview of the predominant narratives about groups and societal organisations in recommended children’s books. Most of the books in this sample (re)produce a desire for a social homogeneity, depicting communities of similar creatures threatened by those of a different kind and/or by the destabilisation of hierarchical orders. We highlight a few books that open up possibilities to narrate shifting identities and social positionings, as well as dynamics of exclusion and propose to look at the potential of non-representational stories for intercultural education.","PeriodicalId":46788,"journal":{"name":"Intercultural Education","volume":"33 1","pages":"282 - 301"},"PeriodicalIF":1.2,"publicationDate":"2022-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44664468","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}
Pub Date : 2022-05-04DOI: 10.1080/14675986.2022.2070376
L. Nguyen Luu, Ágnes Boreczky
ABSTRACT This study was carried out among teachers in Budapest in 2016–17. It aimed at revealing teachers’ views on multiculturalism and multicultural education, together with their conceptualisations of migrants. When constructing a framework of interpretation, we believed that views on multicultural education and attitudes concerning migrants would be interrelated with teachers’ national identity, as well as their previous experiences with diversity. The results of the questionnaire research based on a sample of 368 pre-service and in-service teachers demonstrate that views on, and attitudes towards multiculturalism are strongly correlated with those on migration. The sense of threat seems to be interrelated with essentialist national identity, which, on the other hand, has a negative relationship with respondents’ experiences of ethnic diversity.
{"title":"Diversity and Hungarian teachers’ views on nationalism, migration and multiculturalism","authors":"L. Nguyen Luu, Ágnes Boreczky","doi":"10.1080/14675986.2022.2070376","DOIUrl":"https://doi.org/10.1080/14675986.2022.2070376","url":null,"abstract":"ABSTRACT This study was carried out among teachers in Budapest in 2016–17. It aimed at revealing teachers’ views on multiculturalism and multicultural education, together with their conceptualisations of migrants. When constructing a framework of interpretation, we believed that views on multicultural education and attitudes concerning migrants would be interrelated with teachers’ national identity, as well as their previous experiences with diversity. The results of the questionnaire research based on a sample of 368 pre-service and in-service teachers demonstrate that views on, and attitudes towards multiculturalism are strongly correlated with those on migration. The sense of threat seems to be interrelated with essentialist national identity, which, on the other hand, has a negative relationship with respondents’ experiences of ethnic diversity.","PeriodicalId":46788,"journal":{"name":"Intercultural Education","volume":"33 1","pages":"264 - 281"},"PeriodicalIF":1.2,"publicationDate":"2022-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41602790","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}
Pub Date : 2022-05-04DOI: 10.1080/14675986.2022.2070403
Elif Celebi Oncu, Dilara Yilmaz
ABSTRACT In this study, the situation of Syrian refugee children, their acceptance by their peers, and their socialisation with one another were examined. The research was conducted using a case study design and a qualitative research method. Twenty-nine Turkish pupils were selected using a purposive sampling method. The school with the highest number of Syrian refugee pupils was selected from the public schools in Kocaeli. Semi-structured interviews and short stories created by the researchers were used as data collection tools. The data were analysed using content analysis. Results showed that the in general, Syrian pupils were accepted by their Turkish peers. The fact that the speech of Syrians was different, and the belief among Turkish students that they were inclined to physical violence, were other results of the study.
{"title":"Primary school pupils’ views on refugee peers: are they accepted or not?","authors":"Elif Celebi Oncu, Dilara Yilmaz","doi":"10.1080/14675986.2022.2070403","DOIUrl":"https://doi.org/10.1080/14675986.2022.2070403","url":null,"abstract":"ABSTRACT In this study, the situation of Syrian refugee children, their acceptance by their peers, and their socialisation with one another were examined. The research was conducted using a case study design and a qualitative research method. Twenty-nine Turkish pupils were selected using a purposive sampling method. The school with the highest number of Syrian refugee pupils was selected from the public schools in Kocaeli. Semi-structured interviews and short stories created by the researchers were used as data collection tools. The data were analysed using content analysis. Results showed that the in general, Syrian pupils were accepted by their Turkish peers. The fact that the speech of Syrians was different, and the belief among Turkish students that they were inclined to physical violence, were other results of the study.","PeriodicalId":46788,"journal":{"name":"Intercultural Education","volume":"33 1","pages":"302 - 317"},"PeriodicalIF":1.2,"publicationDate":"2022-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46835289","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}
Pub Date : 2022-05-04DOI: 10.1080/14675986.2022.2071038
Fadhila Yonata
schooling decisions. These processes helped the women form a network of Chinese immigrant parents, but interacting within a small Chinese community was challenging. Finally, Chapter 7 discusses cultural interaction and reciprocal learning. Such learning has allowed the author to share various Chinese customs and ideals, which illustrate the significant distinctions between Chinese and Canadian schools. In Canada, mothers’ opinions on schooling have evolved. As a result, Canadian schools might benefit tremendously from teachers willing to learn from immigrant groups such as the Chinese. Moreover, the author claims readers can learn a lot from Chinese immigrant mothers. While researching reciprocal learning, the author acquired a doctorate in education. At numerous times in her narrative, she reveals her personal perspectives and invites readers to join her on her trip between two cultures, a journey that ended in her decision to return to China and accept a teaching position at a prestigious Shanghai university. Certain concepts in this book relate directly to intercultural education, also the processes that encourage diaspora and international students to pursue higher education overseas. The book contains a section on intercultural competency and comprehension in schooling. Additionally, the book demonstrates the value of experiences gained while living abroad and confronting other cultures and ideas in education, which are addressed in greater detail. Finally, the book may help parents, instructors, and students build a circle of reciprocity in intercultural education. By evaluating the possibilities and direction of future research, this book helps us better understand the cross-cultural experiences of Chinese immigrants’ parents and children.
{"title":"Teaching and assessing intercultural communicative competence – revisited","authors":"Fadhila Yonata","doi":"10.1080/14675986.2022.2071038","DOIUrl":"https://doi.org/10.1080/14675986.2022.2071038","url":null,"abstract":"schooling decisions. These processes helped the women form a network of Chinese immigrant parents, but interacting within a small Chinese community was challenging. Finally, Chapter 7 discusses cultural interaction and reciprocal learning. Such learning has allowed the author to share various Chinese customs and ideals, which illustrate the significant distinctions between Chinese and Canadian schools. In Canada, mothers’ opinions on schooling have evolved. As a result, Canadian schools might benefit tremendously from teachers willing to learn from immigrant groups such as the Chinese. Moreover, the author claims readers can learn a lot from Chinese immigrant mothers. While researching reciprocal learning, the author acquired a doctorate in education. At numerous times in her narrative, she reveals her personal perspectives and invites readers to join her on her trip between two cultures, a journey that ended in her decision to return to China and accept a teaching position at a prestigious Shanghai university. Certain concepts in this book relate directly to intercultural education, also the processes that encourage diaspora and international students to pursue higher education overseas. The book contains a section on intercultural competency and comprehension in schooling. Additionally, the book demonstrates the value of experiences gained while living abroad and confronting other cultures and ideas in education, which are addressed in greater detail. Finally, the book may help parents, instructors, and students build a circle of reciprocity in intercultural education. By evaluating the possibilities and direction of future research, this book helps us better understand the cross-cultural experiences of Chinese immigrants’ parents and children.","PeriodicalId":46788,"journal":{"name":"Intercultural Education","volume":"33 1","pages":"355 - 357"},"PeriodicalIF":1.2,"publicationDate":"2022-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44288922","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}
Pub Date : 2022-03-04DOI: 10.1080/14675986.2022.2031713
R. Rodríguez-Izquierdo
Early school leaving (ESL) is a serious challenge for education authorities in many European countries. The post-pandemic period has only exacerbated this challenge that affects both the lives of the students and society in general. Not the least of these, of course, is the challenge to identify good practices which has been the focus of the Erasmus+ project (2019-1-ES01-KA201-065362) ‘Promoting Inclusion to Combat Early School Leaving (PICESL)’. Especially noteworthy is the role of mapping practices preventing disengagement resulting in ESL. Education is key to the eradication of inequalities and schools together with parent and communities must work to increase measures to ameliorate ESL; this must be at the forefront of everything they do. While much has been written about ESL in the post-pandemic period, one must remember that the challenges of COVID-19 only highlighted the ongoing challenges and shortcomings of school systems even as there is every reason to honour how specific institutions confronted an unprecedented crisis. Unique about this special issue is that it would provide an ‘international’ point of view by including articles from different regions around the world seeking to contribute to prevent disengagement and leaving from education and training and to explore the measures for educational reintegration. The first article presents a study which investigates Spanish teachers’ perspectives of school dropout factors and the perceived inspiring practices to prevent ESL. Teachers described mainly experiences at the instructional and relational level (micro level) and appeared to be less cognisant of the institutional/systemic level of prevention of ESL (macro level). The article argues the need to execute practices addressed to all students rather than special programmes for special students (migrants, gypsies, students with special capacities, etc.). The second article focuses on practices implementable at the classroom level, exemplify cognitive, behavioural, and socio-emotional engagement, and foster school-family relationships, and which can be adapted by teachers and parents. The work underlines the ways in which students, parents, teachers, and administrators can best use these practices pro-actively to support students to continue engaged in learning.
{"title":"Overview of special issue","authors":"R. Rodríguez-Izquierdo","doi":"10.1080/14675986.2022.2031713","DOIUrl":"https://doi.org/10.1080/14675986.2022.2031713","url":null,"abstract":"Early school leaving (ESL) is a serious challenge for education authorities in many European countries. The post-pandemic period has only exacerbated this challenge that affects both the lives of the students and society in general. Not the least of these, of course, is the challenge to identify good practices which has been the focus of the Erasmus+ project (2019-1-ES01-KA201-065362) ‘Promoting Inclusion to Combat Early School Leaving (PICESL)’. Especially noteworthy is the role of mapping practices preventing disengagement resulting in ESL. Education is key to the eradication of inequalities and schools together with parent and communities must work to increase measures to ameliorate ESL; this must be at the forefront of everything they do. While much has been written about ESL in the post-pandemic period, one must remember that the challenges of COVID-19 only highlighted the ongoing challenges and shortcomings of school systems even as there is every reason to honour how specific institutions confronted an unprecedented crisis. Unique about this special issue is that it would provide an ‘international’ point of view by including articles from different regions around the world seeking to contribute to prevent disengagement and leaving from education and training and to explore the measures for educational reintegration. The first article presents a study which investigates Spanish teachers’ perspectives of school dropout factors and the perceived inspiring practices to prevent ESL. Teachers described mainly experiences at the instructional and relational level (micro level) and appeared to be less cognisant of the institutional/systemic level of prevention of ESL (macro level). The article argues the need to execute practices addressed to all students rather than special programmes for special students (migrants, gypsies, students with special capacities, etc.). The second article focuses on practices implementable at the classroom level, exemplify cognitive, behavioural, and socio-emotional engagement, and foster school-family relationships, and which can be adapted by teachers and parents. The work underlines the ways in which students, parents, teachers, and administrators can best use these practices pro-actively to support students to continue engaged in learning.","PeriodicalId":46788,"journal":{"name":"Intercultural Education","volume":"33 1","pages":"121 - 122"},"PeriodicalIF":1.2,"publicationDate":"2022-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42474618","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}
Pub Date : 2022-02-21DOI: 10.1080/14675986.2022.2031904
G. Okken, E. Jansen, W. Hofman, R. Coelen
ABSTRACT The increasing levels of diversity in primary education make it essential to identify factors that influence Intercultural Teaching Competence (ITC). This study investigates which factors of Educational Effectiveness Research contribute to five dimensions of ITC: openness, classroom management, enriched lesson design, social initiative, and storytelling. Therewith, it contributes to the literature of both fields. Data collected through a cross-sectional survey among 155 Dutch primary school teachers were examined with linear regression analyses. The results showed that some characteristics at the classroom level have a strong significant relationship with dimensions of Intercultural Teaching Competence, whereas school characteristics did not.
{"title":"The relationship between intercultural teaching competence and school and classroom level characteristics","authors":"G. Okken, E. Jansen, W. Hofman, R. Coelen","doi":"10.1080/14675986.2022.2031904","DOIUrl":"https://doi.org/10.1080/14675986.2022.2031904","url":null,"abstract":"ABSTRACT The increasing levels of diversity in primary education make it essential to identify factors that influence Intercultural Teaching Competence (ITC). This study investigates which factors of Educational Effectiveness Research contribute to five dimensions of ITC: openness, classroom management, enriched lesson design, social initiative, and storytelling. Therewith, it contributes to the literature of both fields. Data collected through a cross-sectional survey among 155 Dutch primary school teachers were examined with linear regression analyses. The results showed that some characteristics at the classroom level have a strong significant relationship with dimensions of Intercultural Teaching Competence, whereas school characteristics did not.","PeriodicalId":46788,"journal":{"name":"Intercultural Education","volume":"33 1","pages":"193 - 210"},"PeriodicalIF":1.2,"publicationDate":"2022-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49520057","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}
Pub Date : 2022-02-21DOI: 10.1080/14675986.2021.2018208
Paulo A. S. Moreira, H. Bilimória, Sandra Lopes
ABSTRACT Gypsy students are vulnerable to poor school attendance, low achievement, and school dropout (indicative of low engagement with school). Engagement with school is a multidimensional construct with cognitive, affective, and behavioural components, and research has yet to fully characterise engagement among Gypsy students considering these distinct dimensions. Towards this aim, Gypsy (n = 42) and non-Gypsy students (n = 76) completed the Student Engagement Instrument, which measures cognitive indicators of engagement and perceptions of support for learning from peers, parents, and teachers. Gypsy students had significantly less cognitive engagement with school, and perceived lower family support for learning, than non-Gypsy students. Gypsy and non-Gypsy students were highly similar in perceived support from teachers and peers. This more detailed characterisation of Gypsy student engagement has implications for intervention practice and policy aimed at promoting educational equity for minority groups.
{"title":"Engagement with school in Gypsy students attending school in Portugal","authors":"Paulo A. S. Moreira, H. Bilimória, Sandra Lopes","doi":"10.1080/14675986.2021.2018208","DOIUrl":"https://doi.org/10.1080/14675986.2021.2018208","url":null,"abstract":"ABSTRACT Gypsy students are vulnerable to poor school attendance, low achievement, and school dropout (indicative of low engagement with school). Engagement with school is a multidimensional construct with cognitive, affective, and behavioural components, and research has yet to fully characterise engagement among Gypsy students considering these distinct dimensions. Towards this aim, Gypsy (n = 42) and non-Gypsy students (n = 76) completed the Student Engagement Instrument, which measures cognitive indicators of engagement and perceptions of support for learning from peers, parents, and teachers. Gypsy students had significantly less cognitive engagement with school, and perceived lower family support for learning, than non-Gypsy students. Gypsy and non-Gypsy students were highly similar in perceived support from teachers and peers. This more detailed characterisation of Gypsy student engagement has implications for intervention practice and policy aimed at promoting educational equity for minority groups.","PeriodicalId":46788,"journal":{"name":"Intercultural Education","volume":"33 1","pages":"173 - 192"},"PeriodicalIF":1.2,"publicationDate":"2022-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45408220","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}
Pub Date : 2022-02-21DOI: 10.1080/14675986.2021.2018404
M. Montero-Sieburth, Domiziana Turcatti
ABSTRACT This article identifies the latest researched practices for preventing school disengagement resulting in Early School Leaving (ESL) within the European Union, and which are significant as we transition to a post-COVID-19 school environment. Drawing from an extensive review of European and U.S.-based research literature on the prevention of ESL and student disengagement and a secondary study examining teachers’ practices, this article identifies the practices that are implementable at the classroom level to promote students’ engagement, foster school-family relationships, and which can be readily adapted by teachers and parents as schools reopen. The findings show that while some practices which ameliorate ESL are already known, others such as 1) early-on identification of students’ disengagement; 2) strong peer and teacher relationships 3) high teacher expectations; 4) classroom level behavioural practices targeted to student engagement; 5) nurturing, safe school environments; 6) challenging curriculum; and 7) partnerships between schools and parents whereby both are trained to view schools as a joint learning enterprise are critical. We conclude by stressing the pro-activity of schools, teachers, and parents in using these practices, so that teacher-student relationships fostered by trained and dedicated teachers can keep students engaged and in school.
{"title":"Preventing disengagement leading to early school leaving: pro-active practices for schools, teachers and families","authors":"M. Montero-Sieburth, Domiziana Turcatti","doi":"10.1080/14675986.2021.2018404","DOIUrl":"https://doi.org/10.1080/14675986.2021.2018404","url":null,"abstract":"ABSTRACT This article identifies the latest researched practices for preventing school disengagement resulting in Early School Leaving (ESL) within the European Union, and which are significant as we transition to a post-COVID-19 school environment. Drawing from an extensive review of European and U.S.-based research literature on the prevention of ESL and student disengagement and a secondary study examining teachers’ practices, this article identifies the practices that are implementable at the classroom level to promote students’ engagement, foster school-family relationships, and which can be readily adapted by teachers and parents as schools reopen. The findings show that while some practices which ameliorate ESL are already known, others such as 1) early-on identification of students’ disengagement; 2) strong peer and teacher relationships 3) high teacher expectations; 4) classroom level behavioural practices targeted to student engagement; 5) nurturing, safe school environments; 6) challenging curriculum; and 7) partnerships between schools and parents whereby both are trained to view schools as a joint learning enterprise are critical. We conclude by stressing the pro-activity of schools, teachers, and parents in using these practices, so that teacher-student relationships fostered by trained and dedicated teachers can keep students engaged and in school.","PeriodicalId":46788,"journal":{"name":"Intercultural Education","volume":"33 1","pages":"139 - 155"},"PeriodicalIF":1.2,"publicationDate":"2022-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48630990","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}
Pub Date : 2022-02-17DOI: 10.1080/14675986.2021.2017671
N. Irawan, Tri Febrianti Valentina
This excellent book results from a creative endeavour of reciprocal learning between Chinese and Canadian schools, which allowed teacher education students, teachers, principals, and educational researchers to spend time in each other’s schools and colleges. The book’s author, Xiaohong Chi, was a graduate research assistant at the University of Toronto, Canada, which facilitated several aspects of the link. This book is based on her dissertation study, which focused on Chinese immigrant families in Canada, specifically mothers’ perspectives. They enrolled their children in schools with a learning regime and culture vastly different from their own. The book contains seven chapters that provide more detailed explanations of intercultural education. The author studies Chinese cultural traditions from Liang Shuming and Lin Yutang in the East, to Benedict Anderson and Pierre Bourdieu in the West. The book is framed in the author’s own experience as an international student in Canada. She compares Canadian schools and societies to Chinese ones to better understand them. A new culture and system forced her to reassess certain long-held beliefs. Readers can learn about Chinese immigrant students’ families from the research questions she presents in Chapter 1. Chapter 2 dives into the research’s theoretical underpinnings. The comparison between Chinese and Western cultures helps explain and understand Chinese immigrants’ cross-cultural experiences in this chapter. The author looks at research on Chinese immigrant parents’ educational experiences in North America. Some of this research looks at family expectations and student achievement, while other research examines parent-teacher connections. Border pedagogy was one of the most effective techniques for developing school-family ties. In addition, how her research subjects view Canadian schools is discussed.
{"title":"Cross-cultural experiences of Chinese immigrant mothers in Canada, challenges and opportunities for schooling","authors":"N. Irawan, Tri Febrianti Valentina","doi":"10.1080/14675986.2021.2017671","DOIUrl":"https://doi.org/10.1080/14675986.2021.2017671","url":null,"abstract":"This excellent book results from a creative endeavour of reciprocal learning between Chinese and Canadian schools, which allowed teacher education students, teachers, principals, and educational researchers to spend time in each other’s schools and colleges. The book’s author, Xiaohong Chi, was a graduate research assistant at the University of Toronto, Canada, which facilitated several aspects of the link. This book is based on her dissertation study, which focused on Chinese immigrant families in Canada, specifically mothers’ perspectives. They enrolled their children in schools with a learning regime and culture vastly different from their own. The book contains seven chapters that provide more detailed explanations of intercultural education. The author studies Chinese cultural traditions from Liang Shuming and Lin Yutang in the East, to Benedict Anderson and Pierre Bourdieu in the West. The book is framed in the author’s own experience as an international student in Canada. She compares Canadian schools and societies to Chinese ones to better understand them. A new culture and system forced her to reassess certain long-held beliefs. Readers can learn about Chinese immigrant students’ families from the research questions she presents in Chapter 1. Chapter 2 dives into the research’s theoretical underpinnings. The comparison between Chinese and Western cultures helps explain and understand Chinese immigrants’ cross-cultural experiences in this chapter. The author looks at research on Chinese immigrant parents’ educational experiences in North America. Some of this research looks at family expectations and student achievement, while other research examines parent-teacher connections. Border pedagogy was one of the most effective techniques for developing school-family ties. In addition, how her research subjects view Canadian schools is discussed.","PeriodicalId":46788,"journal":{"name":"Intercultural Education","volume":"33 1","pages":"354 - 355"},"PeriodicalIF":1.2,"publicationDate":"2022-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41385266","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：