Power in Education

The Case of Miao University Students and its Significance for American Culture
1. Auflage 2027
ISBN: 978-1-041-46807-3
Verlag: Taylor & Francis

Buch, Englisch, 250 Seiten, Format (B × H): 156 mm x 234 mm

Reihe: Routledge Revivals

Originally published in 1994, this case study focuses on the empowerment of some of the poorest Miao peasants who eventually became university students and obtained high prestige as part of mainstream Chinese society. The data gathered shows the profound devotion and commitment Miao students had to their villages, families and community, and how they made enormous sacrifices in order to reach academic excellence in school, and with it honour and respect for their families and communities. The book covers the theoretical context of ethnic identity and academic achievement, the historical context of the Miao people in China, the testimonies of students and their professors relative to their university experiences, and a discussion of the meaning of ethnic identity for them. This volume emphasizes the role of ethnicity that motivates students to achieve, and thus the power of education in helping even the poorest peasants become self-confident and achieve highly in a competitive society.

Zielgruppe

Adult education, General, and Postgraduate

Autoren/Hrsg.

Trueba, Henry T.

Zou, Yali

Fachgebiete

• Sozialwissenschaften Pädagogik Teildisziplinen der Pädagogik Multikulturelle Pädagogik, Friedenserziehung
• Sozialwissenschaften Pädagogik Teildisziplinen der Pädagogik Erwachsenenbildung, lebenslanges Lernen

Inhaltsverzeichnis

Acknowledgements. Foreword. 1. Education. Ethnicity and Empowerment: The Authors’ Perspectives 2. Educational Ethnography: Research Design 3. The Miao Among Chinese Nationalities 4. Miao Students Reflect on their Lives: The Painful Journey from Home to School 5. Miao Students’ Experience at the University 6. Social Identification and Achievement Motivation Among the Miao University Students 7. Early Socialization, Social Identification and Empowerment 8. The Mediating Role of Language and Culture in Social Identification 9. The Basis of Empowerment: Cultural Therapy and Critical Theory 10. Implications for Research and Educational Reform in the United States. Index.

Über Autor(innen)

Dr Henry Trueba (1931–2004) was, at the time of original publication, Vice President of Academic Affairs and Provost at the University of Houston, Texas. He had also been the Dean of the School of Education at the University of Wisconsin-Madison, and before that the Associate Dean for Letters and Sciences and Director of the Division of Education at the University of California, Davis. He had held a number of distinguished awards for scholarship. He published extensively in the field of ethnicity and race and the effects of educational achievement on minority groups.

Dr Yali Zou was, at the time of original publication Associate Researcher and Postdoctoral Fellow in the School of Education at the University of Wisconsin-Madison. She had held a number of awards for the excellence of her teaching. She has published widely on issues concerned with language skills.