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Asian Migrants and Education

The Tensions of Education in Immigrant Societies and Among Migrant Groups

  • Book
  • © 2003

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Editors:
  1. Michael W. Charney

    1. School of Oriental and African Studies, University of London, UK

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  2. Brenda S. A. Yeoh

    1. National University of Singapore, Singapore

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  3. Tong Chee Kiong

    1. National University of Singapore, Singapore

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Table of contents (14 chapters)

  1. Front Matter

    Pages i-xx
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  2. Social Bonding and Freedom

    • Wang GungWu
    Pages 1-13

  3. Globalization, Asian Diasporas and the Study of Southeast Asia in the West

    • Anthony Reid
    Pages 15-25

  4. The Mission School in Singapore

    • Robbie B. H. Goh
    Pages 27-37

  5. Education and Identity Issues in the Internet Age

    • S. Gopinathan, V. Saravanan
    Pages 39-51

  6. Interactions between Huiguan and Education in Postwar Singapore

    • Hong Liu
    Pages 53-64

  7. The Case for a Culture Sensitive

    • Elwyn Thomas
    Pages 65-81

  8. Immigrant Societies and Environmental Education

    • Christopher Pang Yew Huat
    Pages 83-92

  9. Health Education of Hmong Refugees in Sydney

    • Jennifer Wang
    Pages 93-103

  10. Confucian Education

    • Karen Leigh Harris
    Pages 105-114

  11. A Century of Change

    • Tan Liok Ee
    Pages 115-131

  12. Contemporary Educational Issues in Multicultural Immigrant Societies

    • Christine Inglis
    Pages 133-148

  13. International Approaches to Valuing the Professional Skills of Permanent and Temporary Migrants

    • Robyn Iredale
    Pages 149-164

  14. “Satellite Kids” in Vancouver

    • Johanna L. Waters
    Pages 165-184

  15. Indian Diaspora and the Prospect of Open Learning

    • Ravindra Jain
    Pages 185-192

  16. Back Matter

    Pages 193-223
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Keywords

About this book

education is and what its functions should be. As Thomas explains, migrant communities need a culture-sensitive education, that is, an education that can both accommodate their special cultural needs and prepare them for life in an increasingly globalized world. To meet this need, Thomas discusses planning strategies and the special role of teachers in transmitting this education. As Thomas warns, however, a culture sensitive education is continually threatened by the dominance of the West and religious traditions, such as Islam, Buddhism, and Hinduism in global cultural flows. Pang raises the problem of modem, especially new and migrant, societies being unable to face the challenges of environmental issues. Some claim, for example, that these societies lack the right approaches to the environment or suffer from the inability to develop the proper "eco-ethic." To meet this problem, Pang draws the discussion back to the continued relevance of traditional education to contemporary issues facing a shrinking world: how immigrant societies and their diverse storehouses of traditional knowledge can inform current approaches to environmental management. In order to develop the necessary eco-ethic, migrant and other societies need to utilize old traditions relevant to environmental preservation in their production of modem education.

Editors and Affiliations

  • School of Oriental and African Studies, University of London, UK

    Michael W. Charney

  • National University of Singapore, Singapore

    Brenda S. A. Yeoh, Tong Chee Kiong

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