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《种族、儿童、习性(英文)》由世界图书出版广东有限公司出版。
作者简介
冯冰，博士、副教授。先后毕业于解放军外语学院英语系、北京外国语大学英语系、英国奥斯特大学社会科学院，获社会学博士学位。现在浙江大学外国语言文化与国际交流学院任副教授、硕士生导师。曾在国内外发表过译著、专著及学术论文多篇。2006年至今先后独立完成教育部、浙江省教育科学规划、浙江省教育厅、浙江省哲学社会科学规划课题以及国家社会科学基金等项目多项，同时也参与完成了两项教育部和国家社会科学基金项目。研究兴趣：文化社会学、教育社会学、移民学、社会阶层、社会群体的身份认同。
目录
Chapter 1 Literature Review
1.1 Introduction
1.2 Race and Idenrity in Ethnic Chinese Children's Lives
1.3 Language and Communication
1.4 Education and Employment： experiences of young ethnic Chinese people
1.5 Background and aims of the current book
Chapter 2 Theoretical Framework
2.1 Introduction
2.2 Post—structuralist critique on classic theories of race and ethnicity
2.3 Bourdieu's concepts of 'habitus'， capitals and field
2.4 Elias—s concept of figuration
2.5 Discourse as internalised habitus
2.6 Conclusion
Chapter 3 Searching for a Methodology
3.1 Introduction
3.2 What is research process？
3.3 Qualitative or quantitative Approach
3.4 Approaches to Interviewing
3.5 Observations
3.6 My own experience of going through the research process
3.7 Concluision
Chapter 4 The Mainland Chinese School Children： Practice of Relation—Building
11.1 Introduction
4.2 Identifying with the host culture
4.3 Conclusion： beyond ethnic difference
Chapter 5 The Hong Kong Chinese School Children： The Construction of Cultural Alienation
5.1 Introduction
5.2 Sociological perspective
5.3 Social， cultural and historical conditions
5.4 General patterns of discourses
5.5 Ways with 'Them'
5.6 Conclusions
Chapter 6 Narratives of the Mainland Chinese Parents
6.1 Introduction
6.2 The Context of the Context
6.3 The Discourses of aversion to China and mitigation of ethnic tension
6.4 Conclusion
Chapter 7 Narratives of the Hong Kong Chinese Parents
7.1 Introduction
7.2 Background： who are they？
7.3 An overview of Hong Kong Chinese in Northern Ireland
7.4 Discourses of parents from Hong Kong
7.5 Conclusion
Chapter 8 Discussion and Conclusion
8.1 Introduction
8.2 Research findings
8.3 The contributions of the current book
8.4 Conclusion
Chapter 9 A Critical Reflection on the Research Process
9.1 Introduction
9.2 Social class
9.3 Gender difference
9.4 National and Ethnic identities
9.5 My own role in the research process
9.6 Remaining issues and future research
Bibliography
Appendix
Acknowledgement
文摘
版权页：
And the fact that we are researchers makes thepower relations berween the interviewer and the interviewee unavoidably'unequal'.We go to our interest groups with the questions that motivuteus.We need to have some control of the interview by explaining to the interviewees what we want to know about them，and letting them do most of thetalking if we could manage it.I call this semi—structured interview.I wouldnot suggest that an interviewer should go to her／his interest group and letthem talk about anything， which is both time—consuming and aimless.Iwould not choose to go for my interview as straight forward as an orthodoxmethodologist， neither would I do it at random without any focus.This iswhere I draw the line for my own research.
3.5 Observations
Obviously，interview especially in—depth interview， is one of the mostpowerful qualitative and ethnographic methods in social research.However，interview alone is not sufficient for a researcher to get a full picture of the re—search subject.It is important to check construction validity by examiningdata relating to the same construction from participant observation， from observation， and from document analysis.For instance， sometimes people maynot be willing to talk， and even those who do agree to talk to the interviewermay not be prepared to divulge all the information they have available（Taylor， 1994）.In such circumstances， to adopt another qualitative andethnographic method 'participant observation' will give the researcher amuch deeper and truthful understanding of the research subject.Using thismulti—method approach can reduce the risks that may stem from reliance on asingle kind of data.It allows the researcher to compare the data collected bydifferent methods （Taylor，1994： 36）.
《种族、儿童、习性(英文)》由世界图书出版广东有限公司出版。
作者简介
冯冰，博士、副教授。先后毕业于解放军外语学院英语系、北京外国语大学英语系、英国奥斯特大学社会科学院，获社会学博士学位。现在浙江大学外国语言文化与国际交流学院任副教授、硕士生导师。曾在国内外发表过译著、专著及学术论文多篇。2006年至今先后独立完成教育部、浙江省教育科学规划、浙江省教育厅、浙江省哲学社会科学规划课题以及国家社会科学基金等项目多项，同时也参与完成了两项教育部和国家社会科学基金项目。研究兴趣：文化社会学、教育社会学、移民学、社会阶层、社会群体的身份认同。
目录
Chapter 1 Literature Review
1.1 Introduction
1.2 Race and Idenrity in Ethnic Chinese Children's Lives
1.3 Language and Communication
1.4 Education and Employment： experiences of young ethnic Chinese people
1.5 Background and aims of the current book
Chapter 2 Theoretical Framework
2.1 Introduction
2.2 Post—structuralist critique on classic theories of race and ethnicity
2.3 Bourdieu's concepts of 'habitus'， capitals and field
2.4 Elias—s concept of figuration
2.5 Discourse as internalised habitus
2.6 Conclusion
Chapter 3 Searching for a Methodology
3.1 Introduction
3.2 What is research process？
3.3 Qualitative or quantitative Approach
3.4 Approaches to Interviewing
3.5 Observations
3.6 My own experience of going through the research process
3.7 Concluision
Chapter 4 The Mainland Chinese School Children： Practice of Relation—Building
11.1 Introduction
4.2 Identifying with the host culture
4.3 Conclusion： beyond ethnic difference
Chapter 5 The Hong Kong Chinese School Children： The Construction of Cultural Alienation
5.1 Introduction
5.2 Sociological perspective
5.3 Social， cultural and historical conditions
5.4 General patterns of discourses
5.5 Ways with 'Them'
5.6 Conclusions
Chapter 6 Narratives of the Mainland Chinese Parents
6.1 Introduction
6.2 The Context of the Context
6.3 The Discourses of aversion to China and mitigation of ethnic tension
6.4 Conclusion
Chapter 7 Narratives of the Hong Kong Chinese Parents
7.1 Introduction
7.2 Background： who are they？
7.3 An overview of Hong Kong Chinese in Northern Ireland
7.4 Discourses of parents from Hong Kong
7.5 Conclusion
Chapter 8 Discussion and Conclusion
8.1 Introduction
8.2 Research findings
8.3 The contributions of the current book
8.4 Conclusion
Chapter 9 A Critical Reflection on the Research Process
9.1 Introduction
9.2 Social class
9.3 Gender difference
9.4 National and Ethnic identities
9.5 My own role in the research process
9.6 Remaining issues and future research
Bibliography
Appendix
Acknowledgement
文摘
版权页：
And the fact that we are researchers makes thepower relations berween the interviewer and the interviewee unavoidably'unequal'.We go to our interest groups with the questions that motivuteus.We need to have some control of the interview by explaining to the interviewees what we want to know about them，and letting them do most of thetalking if we could manage it.I call this semi—structured interview.I wouldnot suggest that an interviewer should go to her／his interest group and letthem talk about anything， which is both time—consuming and aimless.Iwould not choose to go for my interview as straight forward as an orthodoxmethodologist， neither would I do it at random without any focus.This iswhere I draw the line for my own research.
3.5 Observations
Obviously，interview especially in—depth interview， is one of the mostpowerful qualitative and ethnographic methods in social research.However，interview alone is not sufficient for a researcher to get a full picture of the re—search subject.It is important to check construction validity by examiningdata relating to the same construction from participant observation， from observation， and from document analysis.For instance， sometimes people maynot be willing to talk， and even those who do agree to talk to the interviewermay not be prepared to divulge all the information they have available（Taylor， 1994）.In such circumstances， to adopt another qualitative andethnographic method 'participant observation' will give the researcher amuch deeper and truthful understanding of the research subject.Using thismulti—method approach can reduce the risks that may stem from reliance on asingle kind of data.It allows the researcher to compare the data collected bydifferent methods （Taylor，1994： 36）.
| ISBN | 9787519206604 |
|---|---|
| 出版社 | 世界图书出版广东有限公司 |
| 作者 | 冯冰 |
| 尺寸 | 16 |