Chinese Identity in London-An Analysis from the Aspects of Cultural Heritage and Cultural Memory

The basic aim of this study is to find out and understand the strength and inspira-tion behind the identity of Chinese in London , and how it has been maintained from the aspects of cul-tural heritage and cultural memory .     

祭祀对世界“中间状”的物化

Deriving from a quote in MarcellMauss ＇ essay on techniques of the Body , as well as based on the exploration of cases from ancient Mesopotamia , the eastern Mediterranean , and Africa .The author voices his concerns on the relationship between sacrifice and ＂materiali-zing＂.He states that sacrifice can animate , i.e.give life to sacrificial objects and by doing so turn them into subjects or agents who are dependent on the sacrificial process for their flourish-ing.Sacrifice as a life giving act creates a person through eating and feeding the recognition by the subject of its dependence on the source of that creativity .This can be the basis for contrasting it to funerary rites where it is death and the corpse that is envisaged as the sacrifice which is offered in some form as ＂feeding＂ the Gods.     

A Study on the Change in Occupational Structure of China’ s Ethnic Minorities

The occupational structure of the employed population and its changes reflect the level of economic development and the change of social status of a population group .Based on cen-sus data , this paper analyzes the occupational structure of the employed population of China ＇ s ethnic minorities.It shows that： 1 ） Among the employed population of the eth-nic minorities （ excepting those people who are en-gaged in forestry , animal husbandry and fishery , etc., a proportion which is higher than the overall population or the Han ） , the proportion is lower than in either the overall population or the Han population . 2 ） The gender differences and directional change of the occupational structure of the em-ployed population indicates that the status of women was gradually promoted during the period 1990 to 2010. 3） Seen from the proportion of those engaged in mental labor versus physical labor;the proportion ethnic minorities engaged in mental labor is low . 4） The degree of diversity in the occupational structure of the ethnic minorities has made some improvement. 5 ） The ethnic differences in occupational structure are obvious . 6） The urbanization level and the educational level of the population are the key factors which determine the occupational structure of the em-ployed population . From this study , we feel that the degree of so-cial exclusion of the ethnic minorities has gone up during the past ten years .This ＂going up＂ has lead or is leading to social problems .Hence, it is necessary to pay high attention to this issue .Re-garding this, the author thinks that , firstly, sup-port to ethnic minority education should be en-hanced;secondly , the proportion of ethnic minori-ty people in civil servant recruitment should be im-proved;thirdly, the proportion of the employment of ethnic minority workers in projects in ethnic mi-nority regions should be stipulated .     

Elements of the Chinese Cultual Grammar：Sacrifice1

This article explores definitions of ＂sacrifice＂, and arrives at a definition based on the ＂internal logic＂ of Chinese cultural facts .Through a detailed analysis on the two kinds of relations with gods , i.e.＂homage＂ （ or reverence ） and＂request＂, the concept of ＂sacrifice＂illustrated in the novel The Investiture of the Gods;a Taoist cosmic renewal rite named Jiao;and the imperial altar of Heaven , the author introduces a method for studying the ＂grammar＂ of Chi-nese cultural life , of which sacrifice is an element found in a contrastive relationship with other cultural elements in China .     

The Strategy of Multinational Country in Modern China-The Exploration for the Historical Reason of minzu Recognition

The Chinese Communist Party （ CCP ） launched a nationwide census and voter registration campaign in the summer of 1953 .After debating which questions should be posed to their nearly six hundred million respondents , officials ultimately decided upon only five .The first four of these involved the most basic of demographic infor-mation, including name , age, gender , and rela-tionship to the head of one ＇ s household .The fifth one was settled upon a question：that of nationality or minzu.The outcome of the census proved shock-ing to Communist authorities and ultimately precip-itated the Ethnic Classification Project . Why the Communists wished to include minzu on the census schedule？ The author argues that there were three reasons .The first reason is the deeply historical problem of maintaining the territo-rial integrity of a highly diverse empire .The sec-ond problem is more proximate , and originates in the ongoing rivalry between the Communists and the Nationalists during the first half of the twentieth century.Third, with regards to categorization , the advent of the Classification is attributable to a po-litical crisis prompted by the failure of the state ＇ s initial experiment with a highly noninterventionist policy of self-categorization . To understand each of these questions , the author brings the readers to explore the history of the term minzu itself, and suggests that the very in-clusion of minzu in the 1953-54 census schedule was itself the culmination of a complex history dat-ing back to the fall of the Qing dynasty （ 1644 -1911 ） and the formation of the first Chinese repub-lic.     

Excavation of Ethnic Cultural Representation and Penetration of Ethnic Personality-Discussion on Image Construction in the Poems of A Contemporary Miao Poet Named He Xiaozhu

China has been a country with a literature that is created through its multiethnic and multi regional channels .This provides an important condition for the development and prosperity for China＇s multiethnic literature . Meanwhile , it also accelerates the overall development and prosperity of Chinese literature .Hence, the development of regionalism and regionalization of multiethnic literature cannot be ignored , and actually , it needs to be of concern to us .Chengdu is the most important city in the western part of China , and the creation of its contemporary multiethnic literature has become specially important during the gradual development process of its economy and culture .He Xiaozhu, who identifies himself as a Miao , is a typical ethnic minority poet .At the same time , he is also one of the important members within the corresponding circles of contemporary poetic creation .     

Thoughts on Ethnic Regional Autonomy and China’ s Frontier Governance

Frontier governance has a histori-cal origin .Before the Opium War , the Qing gov-ernment mostly determined territorial borders with neighboring countries using border lines drawn ac-cording to traditional custom .Since modern times, under the situation of being surrounded by powerful enemies together with frequent invasions , it was imperative for the Qing government to reform tradi-tional governance .At the end of the 19th century, the Qing government successively established prov-inces （ xingsheng,行省） in Taiwan, the northwest and northeast regions; and in Kaiguan, Yadong, Tibet, they established a port （ bu, 埠）.In the early of 20th century, the ＂New Policy＂, such as gaitu guiliu （ i.e.the replacement of native offi-cials with imperial ones ） and the establishment of provinces , was carried out in the frontier regions of Sichuan （ current Ganzi prefecture in Sichuan and Changdu in Tibet ） by Zhao Erfeng , in Tibet by Li-anyu , the minister of Tibet , and in the Outer Mongolia （ Uliastai ） by Sanduo , the minister in Kulun.     

生产性破坏:破坏作为社会生活的中心组织形式

This paper is a reflection on observations about the place of destruction in the or-ganization of social life .In contemplating the model of sacrifice , the author draws upon sources ranging Hubert, Mauss, and Evan-Pritchard to Levi-Strauss, and considers the circumstances of his life as a scholar of Melanesia and as a resident of the United States .The question that in-trigues the author the most is：＂ what quality is there in social life that makes destruction so often the condition of creation？＂ The author names this kind of destruction as a productive destruction and gives an analysis .He argues that destruction not only makes creation possible , it also pro-duces the conditions for the formation of not just difference , but a rank order or hierarchy .He suggests that it is not religion which creates the ritual hierarchies of power and destruction , but the latter which gets taken up by religion and ritual , and, thence, by the development of forms of social order .     

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Divergent pathways: the road to higher education for second-generation Turks in Austria

The article aims to explore immigrant educational pathways in relation to access to higher education (HE) in the Austrian context. Specifically focusing on Turkish youth, the author presents case studies of students who successfully entered HE in spite of their disadvantaged social, ethnic and geographic background. By further enhancing Ball’s distinction (Ball, Reay, and David 2002) between embedded and contingent choosers, the article provides an in-depth understanding of the cultural and structural context in which these students’ educational choices are played out. Finally, reaching out for Turner’s (1960 Turner, R. H. 1960. “Sponsored and Contest Mobility and the School System.” American Sociological Review 25 (6): 855–867.10.2307/2089982[Crossref], [Web of Science ®] , [Google Scholar]) notion of sponsored mobility, the article reflects on how the process of early selection reduces the opportunities for immigrant youth to access seemingly open and free HE.     

The Harki Identity: A Product of Marginalisation and Resistance to Symbolic Violence?

This paper seeks to demonstrate that since their arrival in France in 1962, the Harkis – the Algerians who fought with rather than for the French side against the Algerian independence movement (1954–1962) – have been the victims of symbolic violence. They have been assigned by the French state to the periphery of French towns, French history and French identity. As, since 25 September 2001 (the first national Harki remembrance day) and 5 December 2002 (when President Chirac inaugurated the Algerian war memorial in Paris), the Harkis ceased to epitomise ‘the archetype of official non memory’ (Rosello, 1998 Rosello, M. 1998. Declining the stereotype- Ethnicity and representations in French cultures, Hanover: University Press of New England.  [Google Scholar], p. 170), this paper ultimately asks whether the end of a certain form of symbolic violence may not result in the ‘delegitimisation’ of the Harkis’ main (historical) claims and, consequently, in the weakening of the Harki identity.     

The militarisation of English schools: Troops to Teaching and the implications for Initial Teacher Education and race equality

This article considers the implications of the Troops to Teaching (TtT) programme, to be introduced in England in autumn 2013, for Initial Teacher Education (ITE) and race equality. TtT will fast-track ex-armed service members to teach in schools, without necessarily the requirement of a university degree. Employing theories of white supremacy, and Althusser’s (1971 Althusser, Louis. 1971. “Ideology and Ideological State Apparatuses.” In Lenin and Philosophy and Other Essays, edited by, Althusser Louis, New York: Monthly Review Press. Accessed September 10. http://www.marxists.org/reference/archive/althusser/1970/ideology.htm [Google Scholar]) concept of Ideological and Repressive State Apparatus, I argue that this initiative both stems from, and contributes to, a system of social privilege and oppression in education. Despite appearing to be aimed at all young people, the planned TtT initiative is actually aimed at poor and racially subordinated youth. This is likely to further entrench polarisation in a system which already provides two tier educational provision: TtT will be a programme for the inner-city disadvantaged, whilst wealthier, whiter schools will mostly continue to get highly qualified teachers. Moreover, TtT contributes to a wider devaluing of current ITE; ITE itself is rendered virtually irrelevant, as it seems TtT teachers will not be subject specialists, rather will be expected to provide military-style discipline, the skills for which they will be expected to bring with them. More sinister, I argue that TtT is part of the wider militarisation of education. This military-industrial-education complex seeks to contain and police young people who are marginalised along lines of race and class, and contributes to a wider move to increase ideological support for foreign wars - both aims ultimately in the service of neoliberal objectives which will feed social inequalities.     

An exploratory study of acculturation among Muslims in Australia

Muslims constitute 2.2% of the Australian population. Given the current socio-political climate and the limited research, the present exploratory study explores the relationship between acculturation, ethnic identity, self-identity, generational status, religiosity, and demographics among adult Australian Muslims.

A cross-sectional convenience sample of 324 adult Australian Muslims completed either online or paper-based questionnaires in either English or Arabic. Recruitment was via convenience sampling and social media advertisements. Acculturation, ethnic identity (MEIM), religiosity, and demographic variables were measured.

The study sample was young and mostly female, with high religiosity levels. Acculturation was negatively correlated with ethnic identity. From multiple regression analysis, acculturation was predicted independently by religiosity (low), age (young), gender (male) and ethnic identity (low).

First generation Australian Muslims were older, had stronger ethnic identity and religiosity, and more commonly self-identified as non-Australian. By contrast second- and third-generation were more likely to self-identify as bicultural or Australian.

In summary, acculturation of Australian Muslims is influenced by multiple variables, particularly ethnic identity, religiosity, and generation; hence all these variables need to be included in policy regarding successful integration of migrants.     

Do Expectations Make the Difference? A Look at the Effect of Educational Expectations and Academic Performance on Enrollment in Post-Secondary Education

Despite the belief that education is the great equalizer in American society, previous research has shown that the promises of educational accomplishments have not extended equally across racial/ethnic groups as minorities are less likely to matriculate to post-secondary education. Using data from the second follow-up and base year of the Educational Longitudinal Study of 2002, we examine the impact of GPA and students’ expectations on the probability of post-secondary enrollment. Specifically, we assess the impact of low achievement on the probability of post-secondary enrollment across racial/ethnic groups. We find that low achievement acts as less of a barrier to post-secondary enrollment for minority students compared with their non-Hispanic white counterparts. Moreover, students with high expectations and low achievement experienced higher probabilities of post-secondary enrollment than students with low expectations and high achievement. Given that minority students are said to have higher expectations, we examine whether the interaction of expectations and achievement varies across racial/ethnic groups. While we did not uncover racial/ethnic differences for low-achieving students with high expectations, our findings suggest that expectations help propel all low-achieving students with high expectations into post-secondary enrollment. This study moves beyond the traditional black/white differences by including a number of racial/ethnic groups.     

‘Everyday otherness’ – intercultural refugee encounters and everyday multiculturalism in a South Australian rural town

In this paper, I investigate the lived experience of multiculturalism often referred to as ‘everyday multiculturalism’. I suggest that the concept of ‘everyday otherness’ offers further insight in understanding the intercultural dynamics of diverse communities and explore the ways in which individuals and communities have negotiated intercultural encounters and ‘otherness’ in a regional Australian community. The research is based on ethnographic fieldwork in a South Australian regional town and draws on an analysis of 20 in-depth semi-structured interviews with long-term residents and recent humanitarian migrants – those who are from Afghan Hazara refugees/asylum seeker backgrounds. Following on from Amanda Wise’s (2009 Wise, A. 2009. “Everyday Multiculturalism: Transversal Crossings and Working Class Cosmopolitans.” In Everyday Multiculturalism, edited by A. Wise and S. Velayutham, 21–45. Basingstoke: Palgrave Macmillan. doi: 10.1057/9780230244474_2[Crossref] , [Google Scholar]) conception of individuals who facilitate bridging difference between diverse groups, ‘transversal enablers’, I identify two types of ‘transversal enablers’ that can be found among both long-term regional residents and new migrants – structural and everyday enablers – and draw out the characteristics and capacities that they exemplify in bridging ‘everyday otherness’ in the community.     

Identity construction of second-generation Iranians in Australia: influences and perspectives

Understanding the complexity of identity in the children of immigrants has become important with the growing rates of global migration. A new theoretical construct refers to an individual’s subjective representation of the interrelationships among his or her multiple group identities and how their subjective identity could be explained.

The aim of this study was to examine the impact of their Iranian background and the social characteristics of their host society, Australia, on the second generation’s understanding of their national and ethnic identity.

This cross-sectional study is based on a quantitative method. Participants in the study were second-generation Iranians aged 18–40, living in Australia. Data were collected on how these second-generation Iranians identified themselves with Iranian society and/or with the wider society, and how their chosen identity was influenced by their background, their national beliefs, their perspectives towards the host country and the host country’s perspective towards specific ethnic groups.

Overall, 137 people participated in this study, and the results show patterns of biculturalism; the majority claimed hyphenated identity wherein the second identity was shown to be the weaker identity. The main contextual factors influencing their identity formation were birth place, acculturation and attitudes towards the host.     

The road to ‘Yerussalem’ – Asterai and the Hebrew literature of Beta Israel

The immigration of the Beta Israel community from Ethiopia to Israel during the 1980s and the 1990s posed a challenge to Israeli society in relation to its ability to know, understand, and absorb a Jewish community with differing religious, ethnic and cultural backgrounds. For the Beta Israel, immigrating to Israel created a rift between their dream of returning to Jerusalem, a dream that would only be fulfilled after a journey of suffering, and its realization – in which they became an inferior and excluded minority within Israel. This article discusses Hebrew Ethiopian-Israeli literature, focusing on the major narrative of homecoming – the Journey to Yerussalem. This literature, which is relatively new and small, brings the voice of two generations – those who immigrated to Israel as adults, and the younger generation who were small children during the journey. Presenting various texts, and focusing on Asterai by Omri Tegamlak Avera (2008a Avera, O. T. (2008a). Asterai. Tel Aviv: Yediot. [Google Scholar]) I shall show how Ethiopian-Israeli literature constituted itself as a journey literature, contrasting the old generation with the younger generation's identity formation as it appears in the representation of this journey narrative, constructing a more complex, ambivalent approach to the concepts of immigration and absorption, homeland and diaspora.     

Understanding Differences in College Enrollment: Race,Class and Cultural Capital

Scholarship on race and class differences in educational outcomes has identified cultural capital, or cultural resources that can be utilized to increase educational success, as important mechanisms of educational inequality. However, despite substantial interest, the role of cultural capital in producing inequalities among American students remains unclear. In this research, we use nationally representative data from the Educational Longitudinal Study to clarify the relationships among race, social class, cultural capital and 4-year college enrollment. Using a theoretically based approach to operationalizing social class and measures of both cultural capital possession and activation, this research finds that while black students tend to possess fewer resources than their white counterparts at any class level, they activate cultural capital to a greater degree than white students. Results also show that while cultural capital can explain differences between low-income and middle-income students, a persistent middle-class advantage remains for both black and white students. Additionally, results indicate that at any class level, black students are more likely than their white counterparts to attend a 4-year university. Finally, results show that measures of cultural capital possession and activation have generally independent effects on college enrollment.     

‘No more Turkish music!’ The acculturation strategies of teachers and ethnic minority students in Flemish schools

ABSTRACT

While considerable research has focused on the process and factors affecting acculturation, there is little research that investigates how members of minority and majority groups define acculturation in educational settings. Ethnographic research and qualitative interviews in three secondary schools in Flanders (Belgium) show that teachers and ethnic minority students have different ideas and expectancies regarding the concept ‘integration’, which appears to affect student–teacher relationship. Berry et al.’s [1989. “Acculturation Attitudes in Plural Societies.” Applied Psychology: An International Review 3 (2): 185-206. doi:10.1111/j.1464-0597.1989.tb01208.x.] acculturation orientations are used as a theoretical template to analyse teachers’ and ethnic minority students’ discourses about acculturation. Analyses reveal that students of immigrant descent perceive acculturation mainly in terms of the establishment of intergroup contact. In contrast, teachers find it harder to disconnect cultural maintenance from contact and participation. By suggesting some form of cultural adoption, teachers hope to socialise their ethnic minority students into the culture of the dominant ethnic group and prepare them for their future. These distinct interpretations of ‘integration’ in everyday life (which actually refers to acculturation) often leads to misunderstandings between ethnic minority students and their teachers, even to conflict, as many students feel that their cultural background is disparaged and not fully valued in school.