Language, Culture and Identity in Two Chinese Community Schools : : More than One Way of Being Chinese? / / Sara Ganassin.

• Superior document: Title is part of eBook package: De Gruyter DG Plus PP Package 2020 Part 2
• VerfasserIn: Ganassin, Sara,
• Place / Publishing House: Bristol ;, Blue Ridge Summit : : Multilingual Matters, , [2020]; ©2020
• Year of Publication: 2020
• Language: English
• Series: Languages for Intercultural Communication and Education
• Physical Description: 1 online resource

This book investigates the social, political and educational role of community language education in migratory contexts. It draws on an ethnographic study that investigates the significance of Mandarin-Chinese community schooling in Britain as an intercultural space for those involved. To understand the interrelation of ‘language’, ‘culture’ and ‘identity’, the book adopts a ‘bricolage’ approach that brings together a range of theoretical perspectives. This book challenges homogenous and stereotypical constructions of Chinese language, culture and identity – such as the image of Chinese pupils as conformist and deferent learners – that are often repeated both in the media and in academic discussion.

Table of Contents

Frontmatter -- Contents -- Figures -- Acknowledgements -- Preface -- 1 Introduction -- 2 Constructing the Term ‘Chinese’ -- 3 Research Design -- 4 Chinese Community Schools: ‘Spaces for People to Come Together and Learn from Each Other’ -- 5 One of Many Chinese Heritage Languages: ‘I Can’t Speak Mandarin but when I Speak Cantonese People Think that I am Local’ -- 6 Teaching ‘Real’ Chinese Culture: The Fable of the Frog at the Bottom of the Well -- 7 Fluidity and Complexity in Pupils’ Chinese Identities: ‘I am Happy to be Chinese’ -- 8 Conclusions -- Appendices -- References -- Index