Ethnicity, Temporality and Educational Mobilities: Comparing the Ethnic Identity Constructions of Mongolian and Tibetan Students in China

Autor/inn/en	Xu, Cora Lingling; Yang, Miaoyan
Titel	Ethnicity, Temporality and Educational Mobilities: Comparing the Ethnic Identity Constructions of Mongolian and Tibetan Students in China
Quelle	In: British Journal of Sociology of Education, 40 (2019) 5, S.631-646 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Xu, Cora Lingling)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-5692
DOI	10.1080/01425692.2019.1576121
Schlagwörter	Ethnic Groups; Minority Group Students; Self Concept; Comparative Analysis; Longitudinal Studies; Student Attitudes; Politics; Student Mobility; Foreign Countries; Higher Education; College Students; Critical Incidents Method; Cultural Education; Cultural Background; Family Relationship; Futures (of Society); Role Models; Equal Education; Social Differences; Educational Experience; Mongolia; China + Suchen Sie Ihr Suchwort? Ethnie; Selbstkonzept; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Schülerverhalten; Politik; Student; Students; Mobility; Schüler; Schülerin; Studentin; Mobilität; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Collegestudent; Culture; Education; Kulturelle Bildung; Kulturelle Erziehung; Future; Society; Zukunft; Identifikationsfigur; Sozialer Unterschied; Bildungserfahrung; Mongolei
Abstract	This article explores the impact of educational mobilities on the ethnic identity construction of minority students in China. Adopting 'temporality' as an analytical tool, the article highlights the dynamic temporal multiplicity in ethnic identity construction by comparing longitudinal in-depth interviews of a Mongolian student and a Tibetan student. This multiplicity of temporality is manifested in three aspects: temporality of ethnic othering; temporality of ethnic identity awakening; and temporality of 'worldly time' and 'ethnic time'. Both 'worldly time' and 'ethnic time' entail distinctive understandings about these students' pace and priorities in life. Both students defer their 'permanent' ethnic identity to an imagined future. Yet, adopting the gaze of the dominant others, both students subconsciously constructed an essentialist view of their ethnic cultures as fixed and stable, and those of the dominant cultures as alive and fluid. This article enriches our understanding of the politics of subjectivation through the lens of 'temporality'. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01