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Being “Chinese” on Landscapes in Transition

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Cross-Cultural Schooling Experiences of Chinese Immigrant Families

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Abstract

Chapter 1 introduces the background, context, key questions, methodology, and participants of the study. The choice of an open-ended fluid inquiry methodology is explained along with the reason why only boys were selected as key participants. Canadian immigration trends are discussed to provide the background and context for the narrative inquiry into Chinese immigrant families’ cross-cultural school experience in Canada. The chapter explains why Chinese people’s search for home in Canada is the focal point of the narrative inquiry. It reveals that the core purpose of the book is to explore the cross-cultural issues in schooling between the East and the West to find ways to bridge cultural and educational values. Reciprocal learning between Chinese newcomer culture and Canadian culture is the goal.

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Notes

  1. 1.

    On landscapes in transition: The preposition of “on” is used intentionally to illustrate the challenges of newcomer families in their adaption to the host society. They stay “on” the landscapes in transition, rather than immersing in the landscape.

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Authors and Affiliations

  1. Faculty of Education, University of Windsor, Windsor, Ontario, Canada

    Shijing Xu

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  1. Shijing Xu
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Xu, S. (2017). Being “Chinese” on Landscapes in Transition. In: Cross-Cultural Schooling Experiences of Chinese Immigrant Families. Intercultural Reciprocal Learning in Chinese and Western Education. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-46103-8_1

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  • DOI: https://doi.org/10.1007/978-3-319-46103-8_1

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  • Publisher Name: Palgrave Macmillan, Cham

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