A language-informed case study approach to elucidate the intersections of race, ethnicity policy, and power

A language-informed case study approach to elucidate the intersections of race, ethnicity policy, and power

• Lee, Daphnee Hui Lin The Education University of Hong Kong

American Educational Research Association (AERA) 2019 Annual Meeting (2019: Metro Toronto Convention Centre, Toronto, Canada)

• P 香港教育各層面與外地之比較
  • PH 少數民族的教育、種族及族群因素
• N 學生與學生服務
  • NO 少數民族及移民學生

• Hong Kong

• 1997.7 onwards

• 未指定或無法歸類

This paper provides a critical re-examination of prevailing case study approaches that select ethnic minority cases based on racial identities. It revisits the importance of distinguishing between concepts of ‘race’ and ‘ethnicity’ (Brubaker, 2004 Wallerstein, 1991), and proposes a language-informed approach to reconceptualize these constructs in view of the power dynamics that results in their conflation.I examine the language developments that structure the school context to highlight the power dynamics of Hong Kong’s shifting identity from special administrative region to its eventual integration into Mainland China. A language-informed approach provides an illustrative case of language developments that propel schools into the unintended consequence of enculturating Cantonese-speaking (Hong Kong) students to embrace Mandarin (Mainland). Language developments coalesce into a coherent strategy that elicits the voluntary cooperation of autonomous Hong Kong schools to conflate the race and ethnic identities of Mandarin and Cantonese-speaking students.Lexis Elementary is a school in Hong Kong located near the border of Mainland China. Due to poor school enrolment, it had a close-shave with school closure. The school survived by enrolling students from across the border from Mainland China, where the language is Mandarin rather than Cantonese spoken in Hong Kong. The consequence is a transformation in the school language profile. From juggling between English and Cantonese, Lexis Elementary students are now predominantly Mandarin speakers.The case study demonstrates how the economics of school survival coalesce with language developments to produce trickle-down effects on the conflation of race and ethnic identities. It highlights the need for language-informed case studies to chart the structural racism that underlie the complex webs race and ethnic identities entrenched in language development. I draw attention to how ethnic minorities are sequentially rendered invisible and subsumed into a single, purportedly ‘homogenous’ racial entity (Balibar, 1991; Carter, 2000; Goldberg, 2000). Copyright © 2020 All Academic, Inc.

Paper presented at the American Educational Research Association (AERA) 2019 Annual Meeting, Metro Toronto Convention Centre, Toronto, Canada.

• 英文

會議論文

https://bibliography.lib.eduhk.hk/tc/bibs/65c51e37

2020-10-14