Abstract
Hardships in farming and migration shape the Hani world view. Congpopo is a Hani epic that documents the hard journey of migration from the remote North to the Southwest China.
I heard there was a place called Noma-Amy with delicious food and beautiful landscape. Where is it? It is at the divide of the sky and the earth, at the divide of human and divine.
Haba-The Ancient Hani Epic
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Notes
- 1.
At the beginning of the seventh century, there were six big ethnic tribes inhabiting the Er’hai area in Yunnan. The six large ethnic tribes were called Liuzhao.
- 2.
Xiucai refers to one who passed the imperial examination for talent selection at the county level during the Ming and Qing dynasties.
- 3.
The terraced paddy field was awarded the World Culture Heritage designation by UNESCO in 2013.
- 4.
The “Two Basic Project” aims to popularize nine-year compulsory education and eliminate illiterate adults. The ex-premier Peng Li promised at a UNESCO conference that China would eliminate illiteracy by 2000 and would achieve the 9-year compulsory education by 2010.
- 5.
Cadres are people who take leading political or administrative roles in factories, communes, governments, schools, the military and similar organizations. This is the number one choice for ethnic minority graduates after they “get rid of the destiny of being farmers.”.
- 6.
China has executed a very strict policy since the late 1970s. The couple living in the city or township can have only one child, but a couple in the countryside can have no more than two children. For ethnic minority couples in the remote rural areas, the two-child policy is not strictly implemented.
- 7.
CPC refers to the Communist Party of China, the ruling party of the People’s Republic of China.
- 8.
Information Daily is a local newspaper in Kunming, Yunnan, China.
- 9.
SVO is the short form of subject, verb and object
- 10.
SOV is the short form of subject, object and verb.
- 11.
English speech contest is sponsored by China Central Television, a major state broadcaster in mainland China.
- 12.
TEM refers to the Test for English majors. It is a national test developed by the National Foreign Language Teaching and Learning Advisory Board to evaluate the English proficiency of English major undergraduate students at colleges and universities. TEM-4 refers to the test for English major band 4. It is a national test of English proficiency for English majors at the end of their second year.
- 13.
The first blow was her failure in the secondary school entrance examination. She failed when applying to the key county middle school.
- 14.
The May Fourth Movements was an intellectual revolution that happened between 1917 and 1921. The movement aimed to achieve national independence, emancipation of the individual and reconstruction of society and culture. May Fourth Movement League is an honorable title for the outstanding student community at tertiary institutions in Yunnan Province.
- 15.
Project Hope is a Chinese public service project initiated by the China Youth Development Foundation (CYDF) and the Communist Youth League (CYL) Central Committee. Started on October 30, 1989, the project aims to improve schools in poverty-stricken rural areas with an aim of helping children complete elementary school.
- 16.
When I interviewed her in late 2009 the West was suffering from a financial crisis.
- 17.
Noma-Amay was the birth place of the Hani in their legend, meaning a beautiful plateau in the north of Ai’lao Mountain, which was regarded as a land of promise.
- 18.
The terraced paddy field is a distinctive landscape in Yuanyang, Yunnan, China, mirroring the harmonious relationship between people and nature. Honghe Hani Terraced Fields were awarded the title of world heritage site in 2013.
References
Bai, B. Y., & Wang, X. H. (1998). The Hani’s natural life and origin of culture. Kunming: Yunnan Nationalities Press.
Banks, J. A. (2009). Multicultural education: Dimensions and paradigms. In J. A. Banks (Ed.), The Routledge international companion to multicultural education (pp. 9–32). New York: Routledge.
Berry, J. W. (2003). Conceptual approaches to acculturation. In K. M. Chun, P. B. Organista, & G. Marín (Eds.), Acculturation: Advances in theory, measurement and applied research (pp. 17–37). Washington, D.C.: American Psychological Assoc.
Cao, H. H., & Feng, J. (2010). Access to education for girls in minority regions of Gansu: A geographic perspective. In H. H. Cao & E. Morrell (Eds.), Regional minorities and development in Asia. Abingdon: Routledge.
Chinahani online. (2008). The development of Hani education. Retrieved on July 1, 2011 from http://www.chinahani.com/newshow.asp?id=78&key=.
Chinese ethnicity and religion online. (2010). Education of the Hani people. Retrieved on May 20, 2011 from http://www.mzb.com.cn/html/report/145506-2.htm.
Cummins, J. (2009). Pedagogies of choice: Challenging coercive relations of power in classrooms and communities. International Journal of Bilingual Education and Bilingualism, 12, 261–272.
Editing Committee. (2008a). A general introduction to Mojiang Hani Autonomous County of Yunnan Province. Beijing: Nationality Press.
Editing committee. (2008b). A brief history of the Hani nationality. Beijing: Nationality Press.
Editing Committee of Pu’er Local History. (2009). Pu’er Yearbook 2009. Kunming: Yunnan People’s Publishing House.
Fei, X. T. (2003). Some monologues on culture self-consciousness. Academic study, 7, 5–9.
Freire, P. (1994). Pedagogy of hope: Reliving pedagogy of the oppressed. New York, NY: Continuum.
Gu, M. Y. (2008). Identity construction and investment transformation. Journal of Asian Pacific Journal, 18(1), 49–70.
He, Q. Y. (2005). The impact of Hani traditional education form, content and characteristic on modern education. In Hani Study Association (Eds.), Selected papers on the Hani culture study series 3 (pp. 367–380). Kunming: Yunnan Press of Nationalities.
Kramsch, C. (1998). Language and culture. Oxford United Kingdom: OPU.
Lee, M. B. (2001). Ethnicity, education and empowerment: How minority students in Southwest China construct identities. Aldershot, UK: Ashgate Press.
Lei, B. (2002). A cultural history of the Hani people. Kunming: Yunnan Press of Nationalities.
Li, Z. R. (2005). The influences of the Han culture on the Hani culture. Journal of Yunnan Normal University, 37(4): 14-17.
Li, Q. A. (2008). Guangming Daily. From a Hani cowboy to a professor of psychology: My personal story. Guangming Daily, retrieved on June 4, 2011 from http://www.gmw.cn/content/2008–11/06/content_856675.htm.
Long, Q. H. (2008). The traditional morality of the Hani and its contemporary significance. In Y. C. Fang & Z. Q. He (Eds.), The study of Honghe Hani culture (pp. 30–38). Kunming: Yunnan University Press.
Li, Z. R., & Che, J. M. (2007). The content, form and characteristics of the Hani/ Akah traditional education. In S. C. Liu., & D. M. Zhao (Eds.), The proceeding of the 5th international conference of Hani-Akah culture proceeding (pp. 77-88). Kunming: Yunnan Nationality Press.
Long. L. G., & He, Q. Y. (2005). Traditional Hani education and its impact on modern education, in HIS (Eds.), China’s Hani study. Beijing: Nationality Press.
Ma, R. (2007). Bilingual education for China’s ethnic minorities. Chinese Education & Society, 40(2), 9–25.
People-in-country profile. (2011). Hani of China. Retrieved on June 4, 2011 from http://www.joshuaproject.net/people-profile.php?peo3=12062&rog3=CH.
Postiglione, G. (2009). The education of ethnic and cultural minority groups in Asia and Latin America. In J. A. Banks (Ed.), The Routledge international companion to multicultural education (pp. 501–511). New York: Routledge.
Pu, Y. H. (2005). Observing the Hani education through the lens of four counties in Honghe prefecture. In Hani Study Institute of Central Minzu University (Eds.), China’s Hani study Volume 3. Beijing: Nationality Press.
Pu’er local history editing committee. (2009). Pu’er year book 2009. Kunming: Yunnan People’s Publishing House.
State Council of the PRC. (2009). China’s ethnic policy, common prosperity and development of all ethnic groups. In State Council (Eds.), White papers of information office of the state council of the People’s Republic of China (pp. 1–153). Beijing: Foreign Languages Press.
Stern, H. H. (1983). Fundamental concepts of language teaching. Oxford: OUP.
Trueba, H. T., & Zou, Y. L. (1994). Power in education: The case of Miao university students and its significance for American culture. Washington, DC: Falmer.
Tsang M. C. et al. (2005). Minorities’ education in Yunnan: Developments, challenges and policies. Retrieved on June 5, 2010 from http://www.tc.edu/centers/coce/pdf_files/a11.pdf
Wan, G. F., & Yang, J. (2008). How China best educates its minority children: Strategies, experience and challenges. In G. F. Wan (Ed.), The education of diverse student populations: A global perspective (pp. 139–157). London: Springer Science and Businesses Medium.
Wang, Q. H. (2003). On the culture of the terraced field. Kunming: Yunnan University Press.
Wang, H. X. (2009). The golden recession: 30 years’ glory of Mojiang. Ethnic Today, 11, 10–14.
Wang, J., Qin, L. F., Luan, X. F., & Guan, Y. (2007). Interpreting multicultural education in China. Guizhou Ethnic Studies, 27(1), 145–150.
Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge: Cambridge University Press.
Ytsma, J. (2001). Towards a typology of trilingual primary education. International Journal of Bilingual Education and Bilingualism, 4, 11–22.
Yunnan Bureau of Statistics. (2012). The main data of the 6th national census in Yunnan. Retrieved on May 1st, 2013 from http://www.stats.gov.cn/tjsj/tjgb/rkpcgb/dfrkpcgb/201202/t20120228_30408.html.
Zhang, X. W. (1996). The Psychological characteristics of the Hani people. In Z. X. Li & Q. B. Li (Eds.), The proceeding of the 1st International Conference on Hani culture (pp. 26–35). Kunming: Yunnan Press of Nationalities.
Zhang, J. H. (2011). University of nationalities through the lens of multiculturalism. Beijing: Nationality Press.
Zhao, L. (2002). The relationship between Hani culture and other cultures in the process of globalization. Yunnan Social Science, 4, 72–75.
Zhao, D. W. (2007). Hani language and Hani culture. Journal of Simao Teacher’s College, 23(1), 57-60.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
Copyright information
© 2016 Springer Science+Business Media Singapore
About this chapter
Cite this chapter
Wang, G. (2016). The Case of Noma. In: Pains and Gains of Ethnic Multilingual Learners in China. Multilingual Education, vol 17. Springer, Singapore. https://doi.org/10.1007/978-981-10-0661-6_6
Download citation
DOI: https://doi.org/10.1007/978-981-10-0661-6_6
Published:
Publisher Name: Springer, Singapore
Print ISBN: 978-981-10-0659-3
Online ISBN: 978-981-10-0661-6
eBook Packages: EducationEducation (R0)