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Educational journeys, struggles and ...

Wu, Xinyi.

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Educational journeys, struggles and ethnic identity = the impact of state schooling on Muslim Hui in rural China /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Educational journeys, struggles and ethnic identity/ by Xinyi Wu.
Reminder of title:	the impact of state schooling on Muslim Hui in rural China /
Author:	Wu, Xinyi.
Published:	Cham :Springer International Publishing : : 2018.,
Description:	xv, 211 p. :ill., digital ;24 cm.
Contained By:	Springer eBooks
Subject:	Muslims - Education - China, Northwest. -
Online resource:	http://dx.doi.org/10.1007/978-3-319-57054-9
ISBN:	9783319570549

Educational journeys, struggles and ethnic identity = the impact of state schooling on Muslim Hui in rural China /
Wu, Xinyi.

Educational journeys, struggles and ethnic identitythe impact of state schooling on Muslim Hui in rural China /[electronic resource] :by Xinyi Wu. - Cham :Springer International Publishing :2018. - xv, 211 p. :ill., digital ;24 cm. - Palgrave studies on Chinese education in a global perspective. - Palgrave studies on Chinese education in a global perspective..

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.

ISBN: 9783319570549

Standard No.: 10.1007/978-3-319-57054-9doiSubjects--Topical Terms:

3297298
Muslims
--Education--China, Northwest.

LC Class. No.: LC903 / .W8 2018

Dewey Class. No.: 371.82829709514

Educational journeys, struggles and ethnic identity = the impact of state schooling on Muslim Hui in rural China /
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520 $a 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.
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