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7 Fluidity and Complexity in Pupils’ Chinese Identities: ‘I am Happy to be Chinese’
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Chapters in this book
- Frontmatter i
- Contents vii
- Figures ix
- Acknowledgements xi
- Preface xiii
- 1 Introduction 1
- 2 Constructing the Term ‘Chinese’ 10
- 3 Research Design 30
- 4 Chinese Community Schools: ‘Spaces for People to Come Together and Learn from Each Other’ 40
- 5 One of Many Chinese Heritage Languages: ‘I Can’t Speak Mandarin but when I Speak Cantonese People Think that I am Local’ 66
- 6 Teaching ‘Real’ Chinese Culture: The Fable of the Frog at the Bottom of the Well 90
- 7 Fluidity and Complexity in Pupils’ Chinese Identities: ‘I am Happy to be Chinese’ 114
- 8 Conclusions 146
- Appendices 156
- References 166
- Index 178
Chapters in this book
- Frontmatter i
- Contents vii
- Figures ix
- Acknowledgements xi
- Preface xiii
- 1 Introduction 1
- 2 Constructing the Term ‘Chinese’ 10
- 3 Research Design 30
- 4 Chinese Community Schools: ‘Spaces for People to Come Together and Learn from Each Other’ 40
- 5 One of Many Chinese Heritage Languages: ‘I Can’t Speak Mandarin but when I Speak Cantonese People Think that I am Local’ 66
- 6 Teaching ‘Real’ Chinese Culture: The Fable of the Frog at the Bottom of the Well 90
- 7 Fluidity and Complexity in Pupils’ Chinese Identities: ‘I am Happy to be Chinese’ 114
- 8 Conclusions 146
- Appendices 156
- References 166
- Index 178
