9783319570532 - educational journeys, struggles and ethnic identity: the impact of state schooling on muslim hui in rural china di wu, xinyi (17 risultati)
Lingua: Inglese
Editore: Palgrave Macmillan, 2017
Serie: Palgrave Studies on Chinese Education in a Global Perspective, Libro 9 di 13. Libro 9 di 13 - Palgrave Studies on Chinese Education in a Global Perspective
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Hardback or Cased Book. Condizione: New. Educational Journeys, Struggles and Ethnic Identity: The Impact of State Schooling on Muslim Hui in Rural China. Book.
Lingua: Inglese
Editore: Palgrave Macmillan, 2017
Serie: Palgrave Studies on Chinese Education in a Global Perspective, Libro 9 di 13. Libro 9 di 13 - Palgrave Studies on Chinese Education in a Global Perspective
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Condizione: New. 2017. 1st ed. 2018. hardcover. . . . . .
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Editore: Palgrave Macmillan, 2017
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Hardcover. Condizione: Brand New. 211 pages. 8.50x6.00x0.75 inches. In Stock.
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Editore: Palgrave Macmillan, 2017
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Condizione: New. 2017. 1st ed. 2018. hardcover. . . . . . Books ship from the US and Ireland.
Lingua: Inglese
Editore: Springer International Publishing, 2017
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Condizione: new. Questo è un articolo print on demand.
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Da: BuchWeltWeit Ludwig Meier e.K., Bergisch Gladbach, GermaniaBuchWeltWeit Ludwig Meier e.K.
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Buch. Condizione: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -This book examines how state schooling in China has economically, culturally, and ideologically had an impact on and gradually transformed a traditional Muslim Hui village in rural Northwestern China. By discussing the interpretation and…appropriation of dominant educational discourse of 'quality' in the rural context, it illustrates the dichotomies of poverty and prosperity, civility and uncivility, and religiosity and secularity as they are perceived and understood by teachers, parents and students. Based on an original ethnographic research conducted in a secondary school, it further touches upon Muslim Hui students' negotiations of filial, rural, and ethnoreligious identities when they struggle to seek a life of their own in the journey to prosperity. The book introduces audiences to multiple ways in which Muslim Hui students construct and negotiate identities through state schooling, especially the educational heterogeneity experienced by various Muslim youth. It also captures the changing rural-urban dynamic as state schooling continues to guide local formal educational activities as well as create tensions and confusions for both teachers and parents. Most importantly, the book challenges stereotypes about Muslim Hui students in Northwest China being assimilated into the mainstream culture by demonstrating how local Muslims live, study, pray, and fulfil the five pillars of Islam. It will be highly relevant to students and researchers in the fields of education, anthropology, sociology, and religious studies. 228 pp. Englisch.
Lingua: Inglese
Editore: MacMillan, 2017
Serie: Palgrave Studies on Chinese Education in a Global Perspective, Libro 9 di 13. Libro 9 di 13 - Palgrave Studies on Chinese Education in a Global Perspective
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Da: Majestic Books, Hounslow, Regno UnitoMajestic Books
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Condizione: New. Print on Demand.
Lingua: Inglese
Editore: MacMillan, 2017
Serie: Palgrave Studies on Chinese Education in a Global Perspective, Libro 9 di 13. Libro 9 di 13 - Palgrave Studies on Chinese Education in a Global Perspective
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Da: Biblios, frankfurt am main, HESSE, GermaniaBiblios
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Lingua: Inglese
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Da: buchversandmimpf2000, Emtmannsberg, BAYE, Germaniabuchversandmimpf2000
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Buch. Condizione: Neu. This item is printed on demand - Print on Demand Titel. Neuware -This book examines how state schooling in China has economically, culturally, and ideologically had an impact on and gradually transformed a traditional Muslim Hui village in rural Northwestern China. By discussing the interpretation and appr…opriation of dominant educational discourse of ¿quality¿ in the rural context, it illustrates the dichotomies of poverty and prosperity, civility and uncivility, and religiosity and secularity as they are perceived and understood by teachers, parents and students.Based on an original ethnographic research conducted in a secondary school, it further touches upon Muslim Hui students¿ negotiations offilial, rural, and ethnoreligious identities when theystruggleto seek a life of their own in the journey to prosperity.The book introduces audiences to multiple ways in which Muslim Hui students construct andnegotiateidentities through state schooling, especially theeducationalheterogeneity experienced by various Muslim youth. It also captures the changing rural-urban dynamic as state schooling continues to guide local formal educationalactivitiesas well as create tensions and confusions for both teachers and parents. Most importantly, the book challenges stereotypes about Muslim Hui students in Northwest China being assimilated into the mainstream culture by demonstrating how local Muslims live, study, pray, and fulfil the five pillars of Islam. It will be highly relevant to students and researchers in the fields of education, anthropology, sociology, and religious studies.Springer-Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg 228 pp. Englisch.
Lingua: Inglese
Editore: Palgrave Macmillan, 2017
Serie: Palgrave Studies on Chinese Education in a Global Perspective, Libro 9 di 13. Libro 9 di 13 - Palgrave Studies on Chinese Education in a Global Perspective
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Da: AHA-BUCH GmbH, Einbeck, GermaniaAHA-BUCH GmbH
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Buch. Condizione: Neu. nach der Bestellung gedruckt Neuware - Printed after ordering - This book examines how state schooling in China has economically, culturally, and ideologically had an impact on and gradually transformed a traditional Muslim Hui village in rural Northwestern China. By discussing the interpretation and appro…priation of dominant educational discourse of 'quality' in the rural context, it illustrates the dichotomies of poverty and prosperity, civility and uncivility, and religiosity and secularity as they are perceived and understood by teachers, parents and students. Based on an original ethnographic research conducted in a secondary school, it further touches upon Muslim Hui students' negotiations of filial, rural, and ethnoreligious identities when they struggle to seek a life of their own in the journey to prosperity. The book introduces audiences to multiple ways in which Muslim Hui students construct and negotiate identities through state schooling, especially the educational heterogeneity experienced by various Muslim youth. It also captures the changing rural-urban dynamic as state schooling continues to guide local formal educational activities as well as create tensions and confusions for both teachers and parents. Most importantly, the book challenges stereotypes about Muslim Hui students in Northwest China being assimilated into the mainstream culture by demonstrating how local Muslims live, study, pray, and fulfil the five pillars of Islam. It will be highly relevant to students and researchers in the fields of education, anthropology, sociology, and religious studies.
