About this book
This volume explores cross-cultural encounters with schooling among Chinese immigrant mothers in Canada. Using a narrative inquiry approach, the author sets out to spotlight the challenges facing immigrant parents and students as they begin to integrate into Western society and culture, specifically focusing on aspects of their experience including the intergenerational relationship between students and parents, home-school relations, and interactions with other Chinese immigrant parents. Chapters address intercultural differences as a reference point for understanding immigrant parents' views on schooling, moral education, and parenting practices.
Chinese immigrants parent-school relation narrative inquiry inter-generational relationship cross-cultural experience
“This book attests to the importance of cultural historical narratives, educational traditions, and collaborative partnership in interpreting and understanding Chinese immigrants’ cross-cultural experiences. This book, together with other titles in the Intercultural Reciprocal Learning in Chinese and Western Education book series, contributes to a breakthrough in the field of comparative educational research. Chi has written a must-read primer for anyone interested in West and East reciprocal learning, immigrants’ cross-cultural experiences, narrative inquiry, Chinese education, and international and comparative education.”
—Deng Zongyi, Professor of Curriculum and Pedagogy, UCL Institute of Education, University College London“The author’s unique positioning as a narrative inquirer allows readers access to the first-hand accounts of the mothers as they struggle to make sense of teaching and learning in China and in Canada with their children’s best interests at heart. Throughout the powerful discussions, a sense of inquiry prevails, and many new insights are gleaned. One vividly sees the different national approaches as arising from different histories, different cultures, and different interactions experienced over different continua of time. In short, this book bridges life-worlds.”
—Cheryl J. Craig, Professor and Houston Endowment Endowed Chair of Urban Education, Texas A&M University, College Station, USA, and American Educational Research Fellow
“This is a beautifully written book of narrative inquiry. These Chinese immigrant mothers put their trust in the author and told her stories, concerns and anxieties that they would not confide in other less sympathetic listeners. An excellent account and insightful analysis of their unique experiences is now offered to the English-speaking readers.”
—Chen Xiangming, Professor of Graduate School of Education, Peking University, China, and Member of the Academic Committee of the Chinese Society of Education