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The politics of identity and schooli...

Cheng, Sheng Yao.

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The politics of identity and schooling: A comparative case study of American Indians and Taiwan Aborigines (China).

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The politics of identity and schooling: A comparative case study of American Indians and Taiwan Aborigines (China)./
作者:	Cheng, Sheng Yao.
面頁冊數:	165 p.
附註:	Source: Dissertation Abstracts International, Volume: 65-09, Section: A, page: 3254.
Contained By:	Dissertation Abstracts International65-09A.
標題:	Education, Bilingual and Multicultural. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3146619
ISBN:	0496056395

The politics of identity and schooling: A comparative case study of American Indians and Taiwan Aborigines (China).
Cheng, Sheng Yao.

The politics of identity and schooling: A comparative case study of American Indians and Taiwan Aborigines (China). - 165 p.

Source: Dissertation Abstracts International, Volume: 65-09, Section: A, page: 3254.

Thesis (Ph.D.)--University of California, Los Angeles, 2004.

The purpose of this research is to figure out the interaction among indigenous identity, educational experience, and career aspiration under the context of American Indians and Taiwan Aborigines. Three major research questions of this study are the followings: (1) Which factors will influence the formation of Native students' Indigenous identities? (2) What is the relationship between Indigenous identity and native student's educational experiences? (3) How do Indigenous identities and educational experiences influence Native students' educational aspiration and cultural aspiration?

ISBN: 0496056395Subjects--Topical Terms:

626653
Education, Bilingual and Multicultural.

The politics of identity and schooling: A comparative case study of American Indians and Taiwan Aborigines (China).
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245 1 4 $a The politics of identity and schooling: A comparative case study of American Indians and Taiwan Aborigines (China).
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500 $a Source: Dissertation Abstracts International, Volume: 65-09, Section: A, page: 3254.
500 $a Co-Chairs: Carlos A. Torres; John N. Hawkins.
502 $a Thesis (Ph.D.)--University of California, Los Angeles, 2004.
520 $a The purpose of this research is to figure out the interaction among indigenous identity, educational experience, and career aspiration under the context of American Indians and Taiwan Aborigines. Three major research questions of this study are the followings: (1) Which factors will influence the formation of Native students' Indigenous identities? (2) What is the relationship between Indigenous identity and native student's educational experiences? (3) How do Indigenous identities and educational experiences influence Native students' educational aspiration and cultural aspiration?
520 $a To interpret these questions, I conducted two field studies which are one in Taipei and the other in Los Angeles. After three month's classroom observations and in-depth interviews, I discover that indigenous identities are highly interrelated with their indigenous blood heritage, tribal language usage at home, traditional ceremony participation, reservations/tribes visit regularly, and parent's connection with their tribes. Indigenous students who possess higher Indigenous identities tend to criticize the unbalance of race and ethnicity in the curriculum, pedagogy, peers interaction, and educational policies which they face in schools every day. In contrast, those students who keep weaker indigenous identity might feel satisfied with the mainstream curriculum design. Furthermore, native students who maintain stronger tribal identities like to do something for their tribes and hope to go back to live in their tribes in the future, but those who just grasp mainstream cultural identities may not think about doing anything for their tribes.
520 $a To compare the identity issue between Taiwan and the United States, the study shows that American Indians live in a more multicultural society than Taiwan Aborigines so the students don't feel the same degree of stereotype or racial discrimination from their teachers and peers like Taiwan Aborigines. However, the educational policies for Taiwan Aborigines could help more indigenous students to go to better schools than those in the United States. Even so, the extra score policy for Taiwan Aboriginal students also cause some problems between indigenous students and their non-Taiwan Aboriginal students. Moreover, due to geography, Taiwan Aboriginal students have more opportunities to visit their tribes, join their traditional ceremonies, and their parents' strong tribal connection, and urban Taiwan Aboriginal students seem to possess stronger tribal/indigenous identities than urban American Indian students.
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