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When is a Mongol? The process of lea...

Bao, Wurlig.

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When is a Mongol? The process of learning in inner Mongolia.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	When is a Mongol? The process of learning in inner Mongolia./
作者:	Bao, Wurlig.
面頁冊數:	278 p.
附註:	Source: Dissertation Abstracts International, Volume: 55-11, Section: A, page: 3550.
Contained By:	Dissertation Abstracts International55-11A.
標題:	Cultural anthropology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9509317

When is a Mongol? The process of learning in inner Mongolia.
Bao, Wurlig.

When is a Mongol? The process of learning in inner Mongolia. - 278 p.

Source: Dissertation Abstracts International, Volume: 55-11, Section: A, page: 3550.

Thesis (Ph.D.)--University of Washington, 1994.

This work on the development of Mongolian ethnicity is the culmination of my own personal experience growing up as a Mongol, as well as of my more recent anthropological field research in Inner Mongolia. This dissertation is based on two major theoretical constructs: the existence of reflexive multiple identities, and process-based analysis of personal identities.Subjects--Topical Terms:

2122764
Cultural anthropology.

When is a Mongol? The process of learning in inner Mongolia.
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245 1 0 $a When is a Mongol? The process of learning in inner Mongolia.
300 $a 278 p.
500 $a Source: Dissertation Abstracts International, Volume: 55-11, Section: A, page: 3550.
500 $a Chairperson: Stevan Harrell.
502 $a Thesis (Ph.D.)--University of Washington, 1994.
520 $a This work on the development of Mongolian ethnicity is the culmination of my own personal experience growing up as a Mongol, as well as of my more recent anthropological field research in Inner Mongolia. This dissertation is based on two major theoretical constructs: the existence of reflexive multiple identities, and process-based analysis of personal identities.
520 $a The concept of reflexive multiple identities stems from the view that individuals assume not one, but multiple identities depending on the situational context: peer group, family, gender, class, ethnicity, nation. Through the process of socialization, each context-based identity acquires meaning for each individual. Since each individual is a composite of identities, it would be inaccurate to make generalizations about the Mongols as a group, in all social contexts. For this reason, this study employs an individual-based approach.
520 $a In addition, identity is not static. Individuals are constantly changing the meaning and position of the way they represent themselves. I identify four types of interactions: hierarchical, complex, reflexive and emotional. The changing of individual identities based on interactions necessitates a processual approach.
520 $a This is a study of the formal and informal processes involved in learning the multiple identities of the educated Mongols. Chapter One through Three present three major perspectives: the state, the Mongol official, the individual. Chapter One presents the Chinese state's official view of ethnic equality and its conflicts with local hierarchies. Chapter Two examines the ambiguous position of Mongol officials (cadres, scholars, administrators), who promote local Mongolian ethnic education, yet reinforce the state and local elites. In Chapter Three, I turn to the subjective perspectives of seven individual Mongols, whom I quote at length. Chapter Four explores the common issues raised by my narrators. I examine the impact of these issues on their personal identities. The final chapter is analytical in nature. It defines specific categories of ethnicity based on multiple identities.
590 $a School code: 0250.
650 4 $a Cultural anthropology. $3 2122764
650 4 $a Bilingual education. $3 2122778
650 4 $a Ethnic studies. $2 bicssc $3 1556779
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773 0 $t Dissertation Abstracts International $g 55-11A.
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791 $a Ph.D.
792 $a 1994
793 $a English
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