Title

In the Midst but Nowhere--- Narrative Inquiry into Expereince of Chinese Hui Ethnic Minority in Ningxia, China

Titles of the Individual Presentations in a Panel

Ru Li & Zuotang Zhang

Subject Area

Minorities and Multicultural Issues

Abstract

Back in China, as a member of majority but born in Hui ethnic minority region, I seemingly benefited from both of what majority and minority are supposed to in terms of college admission and graduate program. I am a part of our own group but to some extent, or even larger, is exclusive in formally educational system. Hence, my potential research questions would be:

1) What makes Chinese ethnic minorities feel in the midst but nowhere simultaneously?

2) Where is space for those exiles in-between? There is a large body of literature on exile pedagogy, such as He (1998, 1999, 2003, 2006, 2010), Scott-Simmons, Haynes, & Tennial (2010), and Edward Saïd (1994).

3) How could minority groups be culturally, linguistically, educationally, and socially inclusive no matter where, what and who we are?

4) How could educators and researchers assist with those outsiders in from the perspective of insiders-out?

The purpose is to explore the hidden contributing factors of exclusion, discrimination, and exile, to examine current issues, challenges and concerns for these Chinese ethnic minorities so as to serve a better understanding and open dialogues as well as to figure out a culturally, linguistically, politically, and socially inclusive pedagogy. My methodology would primarily build on what Phillion (2002a & b) and He (2003) termed multicultural and cross-cultural narrative inquiry, which entailed a shift to a critical focus on the untold experience of marginalized groups and individuals enacted in contested cultural, linguistic and socio-political milieus.

My theoretical framework would build upon an array of literatures, such as Chinese ethnicity, National Preferential Policy to ethnic minorities, cross-cultural narrative inquiry, research on experience, Wechat, and culturally responsive/ contested/relevant/ appropriate pedagogy as different scholars named, and I name mine as culturally inclusive pedagogy because minority groups need their own space for development so that they never feel excluded any longer but a sense of belonging and become inclusive in the system.

Reference

He, M. F. (1998) Professional knowledge landscapes: three Chinese women teachers’

enculturation and acculturation processes in China and Canada. Doctoral dissertation,

University of Toronto, Canada.

He, M. F. (1999) A life-long inquiry forever flowing between China and Canada: crafting a

composite auto/biographic narrative method to represent three Chinese women

teachers’ cultural experiences. Journal of Critical Inquiry Into Curriculum and Instruction, 1 (2), 5-29.

He, M. F. (2003). A river forever flowing: Cross-cultural lives and identities in the multicultural

landscape. Greenwich, CN: Information Age.

He, M.F., Phillion, J., & Connelly, F.M. (2005). Narrative and experiential approaches to

multiculturalism in education: Democracy and education. In J. Phillion, M.F. He, & F.M.

Connelly (Eds.), Narrative and experience in multicultural education (pp. 291-301). Thousand Oaks, CA: Sage.

He, M. F. (2006). In-between China and North America. In T. R. Berry & N. D. Mizelle (Eds.),

From oppression to grace: Women of color and their dilemmas within the academy (pp.

68–76). Sterling, VA: Stylus.

He, M. F. (2010). Exile pedagogy: Teaching and living in-between. In, J. A. Sandlin, B. D. Schultz,

& J. Burdick (Eds.), Handbook of public pedagogy: Education and learning beyond

schooling (pp. 469–482). New York: Routledge.

He, M. F., Scott-Simmons, W., Haynes, A. M., & Tennial, D. M. (2010). Teaching creatively in-

between contested contradictions and complexities in the U.S. South. In C. J. Craig & L.

F. Deretchin (Eds.), Teacher education yearbook XVIII: Cultivating curious and creative

minds: The role of teachers and teacher educators (pp. 218–251). Lanham, MD:

Scarecrow/Rowman & Littlefield.

Phillion, J. (2002). Becoming a narrative inquirer in a multicultural landscape. Journal

of Curriculum Studies, 34(5), 535-556.

Saïd, E. W. (1994). Representations of the intellectual. New York: Vintage Books.

Brief Bio Note

Ru Li, a doctoral student in Department of Curriculum Studies at Georgia Southern University

Zuotang Zhang, professor in Department of Foreign Language at Georgia Southern University

Keywords

Narrative Inquiry, ethnic minority

Location

Afternoon Session 1 (PARB 239)

Presentation Year

April 2019

Start Date

4-11-2019 2:15 PM

Embargo

11-27-2018

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Apr 11th, 2:15 PM

In the Midst but Nowhere--- Narrative Inquiry into Expereince of Chinese Hui Ethnic Minority in Ningxia, China

Afternoon Session 1 (PARB 239)

Back in China, as a member of majority but born in Hui ethnic minority region, I seemingly benefited from both of what majority and minority are supposed to in terms of college admission and graduate program. I am a part of our own group but to some extent, or even larger, is exclusive in formally educational system. Hence, my potential research questions would be:

1) What makes Chinese ethnic minorities feel in the midst but nowhere simultaneously?

2) Where is space for those exiles in-between? There is a large body of literature on exile pedagogy, such as He (1998, 1999, 2003, 2006, 2010), Scott-Simmons, Haynes, & Tennial (2010), and Edward Saïd (1994).

3) How could minority groups be culturally, linguistically, educationally, and socially inclusive no matter where, what and who we are?

4) How could educators and researchers assist with those outsiders in from the perspective of insiders-out?

The purpose is to explore the hidden contributing factors of exclusion, discrimination, and exile, to examine current issues, challenges and concerns for these Chinese ethnic minorities so as to serve a better understanding and open dialogues as well as to figure out a culturally, linguistically, politically, and socially inclusive pedagogy. My methodology would primarily build on what Phillion (2002a & b) and He (2003) termed multicultural and cross-cultural narrative inquiry, which entailed a shift to a critical focus on the untold experience of marginalized groups and individuals enacted in contested cultural, linguistic and socio-political milieus.

My theoretical framework would build upon an array of literatures, such as Chinese ethnicity, National Preferential Policy to ethnic minorities, cross-cultural narrative inquiry, research on experience, Wechat, and culturally responsive/ contested/relevant/ appropriate pedagogy as different scholars named, and I name mine as culturally inclusive pedagogy because minority groups need their own space for development so that they never feel excluded any longer but a sense of belonging and become inclusive in the system.

Reference

He, M. F. (1998) Professional knowledge landscapes: three Chinese women teachers’

enculturation and acculturation processes in China and Canada. Doctoral dissertation,

University of Toronto, Canada.

He, M. F. (1999) A life-long inquiry forever flowing between China and Canada: crafting a

composite auto/biographic narrative method to represent three Chinese women

teachers’ cultural experiences. Journal of Critical Inquiry Into Curriculum and Instruction, 1 (2), 5-29.

He, M. F. (2003). A river forever flowing: Cross-cultural lives and identities in the multicultural

landscape. Greenwich, CN: Information Age.

He, M.F., Phillion, J., & Connelly, F.M. (2005). Narrative and experiential approaches to

multiculturalism in education: Democracy and education. In J. Phillion, M.F. He, & F.M.

Connelly (Eds.), Narrative and experience in multicultural education (pp. 291-301). Thousand Oaks, CA: Sage.

He, M. F. (2006). In-between China and North America. In T. R. Berry & N. D. Mizelle (Eds.),

From oppression to grace: Women of color and their dilemmas within the academy (pp.

68–76). Sterling, VA: Stylus.

He, M. F. (2010). Exile pedagogy: Teaching and living in-between. In, J. A. Sandlin, B. D. Schultz,

& J. Burdick (Eds.), Handbook of public pedagogy: Education and learning beyond

schooling (pp. 469–482). New York: Routledge.

He, M. F., Scott-Simmons, W., Haynes, A. M., & Tennial, D. M. (2010). Teaching creatively in-

between contested contradictions and complexities in the U.S. South. In C. J. Craig & L.

F. Deretchin (Eds.), Teacher education yearbook XVIII: Cultivating curious and creative

minds: The role of teachers and teacher educators (pp. 218–251). Lanham, MD:

Scarecrow/Rowman & Littlefield.

Phillion, J. (2002). Becoming a narrative inquirer in a multicultural landscape. Journal

of Curriculum Studies, 34(5), 535-556.

Saïd, E. W. (1994). Representations of the intellectual. New York: Vintage Books.