Minority Students in East Asia
Government Policies, School Practices and Teacher Responses
Edited by JoAnn Phillion, Ming Tak Hue, Yuxiang Wang
Routledge – 2011 – 266 pages
In Minority Students in East Asia: Government Policies, School Practices and Teacher Responses authors discuss their research on minority students’ schooling (elementary to higher education) in Mainland China, Hong Kong, Japan, South Korea, and Taiwan. Minority students’ educational issues are often neglected in literature and in practice; social and educational conditions that have resulted from globalization – in particular issues pertaining to minority groups’ education, language and other human rights – receive little attention. In addition, many areas of East Asia have viewed themselves as single-ethnicity countries and have not articulated strong agendas around minority rights. The purpose of this book is to highlight key educational issues for specific minority populations in East Asia. Themes addressed include government policies related to minorities; equity issues in the education of minorities; school practices and teacher perspectives on minorities; identity construction in terms of language and culture; national versus ethnic identity; teacher education issues; and parental concerns. The authors also discuss new theoretical orientations to understanding minority educational issues. A particular strength of this book is the use of multicultural education theories to both articulate concerns related to the education of minority students and to provide solutions to these concerns.
"From an outsider’s perspective, East Asia is frequently seen as homogeneous in population and culture. This assumption is based on a perception that the Sinosphere is made up of countries that were historically under Chinese cultural influence. In reality, there is vast cultural and social diversity in East Asia. Because it informs readers about current diversity-related issues in the region, Minority Students in East Asia: Government Policies, School Practices and Teacher Responses, edited by JoAnn Phillion, Ming Tak Hue, and Yuxiang Wang, makes a significant contribution to the field of East Asian studies and minority and multicultural education." -- Sheena Choi in Comparative Education Review February 2013, Vol. 57, No. 1: 169-170.
1. Introduction: Minority Students in East Asia JoAnn Phillion and Yuxiang Wang Part 1: Minority Students in Mainland China 2. Language, Culture, and Identity: Experiences of Hui Students in Eastern China Yuxiang Wang 3. Why Are Hui Minority Girls Dropping Out of School in China? Ying Sun, Wei Yu and Yuhua Ye 4. Multiculturalism in China: Conflicting Discourses in Universities Zhenzhou Zhao 5. School Life and Ethnic Identity: A Case of Tibetan Student Narrative Zhiyong Zhu 6. Constructing Tibetan Students’ National and Ethnic Identities in the Tibetan School Education Zhiyan Teng Part 2: Minority Students in Hong Kong 7. Critical Perspective on New Arrival Children from Mainland China in Hong Kong: Government Policies, School Practices and Teacher Responses Stella Chong 8. Culturally Relevant Counseling Practices for New Immigrant Students Betty Eng 9. Building a Culturally Responsive School: Cross-Cultural Experiences of Ethnic Minority Students in Hong Kong Schools Ming Tak Hue 10. The "Long March" Toward Multiculturalism in Hong Kong: Supporting Ethnic Minority Students in a Confucian State Kerry J. Kennedy 11. Cross-Boundary Students in Hong Kong Schools: Education Provisions and School Experiences Celeste Y.M. Yuen Part 3: Minority Students in Japan, South Korea, and Taiwan 12. Language Learning Experiences of International Students in Japan: Facilitating Access to Communities of Practice Tae Umino 13. Migrant Workers and International Marriage Minorities in South Korea Jungmin Lee 14. From Assimilation to the Assertion of Subjectivity: Critiques of Indigenous Educational Policies in Taiwan Dorothy I-ru Chen 15. Conclusion: Where Does Multicultural Education in Asian Countries Lead? Tak Cheung Chan
JoAnn Phillion is a Professor at the Department of Curriculum and Instruction in Purdue University, Indiana, USA.
Ming-Tak Hue obtained his M.Ed. from the University of Bristol and his Ph.D. from the Institute of Education, the University of London.
Yuxiang Wang is an International Student Experience Advisor in the First-Year Engineering Program in the School of Engineering Education at Purdue University.