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Chinese Migrant Parents and Complementary Schooling in Germany: A Sociolinguistic Ethnography [Minkštas viršelis]

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Pastovi nuoroda: https://www.kriso.lt/db/9783966650502.html
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This study takes a close look at the social relationships among various groups of Chinese parents at a Chinese Mandarin language school in a metropolitan city in Germany.

How do parents cooperate with each other, what value do they attach to their interaction and how is the degree of cooperation related to social status? The study takes a close look at the social relationships among various groups of Chinese parents at a Chinese Mandarin language school in a metropolitan city in Germany. Taking an ethnographic approach, it captures a vivid picture of the parental social interactions in and outside the Chinese school setting. The study reveals the significance of social interactions, discussing it in relation to the parents’ socioeconomic backgrounds and individual migrant trajectories.
List of Tables and Illustrations
9(1)
Dedication 10(2)
Acknowledgement 12(1)
Introduction 13(7)
1 A first glimpse of Chinese Migrants in Germany and Complementary Schools
20(13)
1.1 Introduction
20(1)
1.2 Chinese migration in Germany
21(7)
1.2.1 The history of Chinese migration in Germany
21(5)
1.2.2 Chinese immigrants in Germany
26(2)
1.3 Complementary schooling
28(5)
1.3.1 Defining complementary schooling
28(1)
1.3.2 An overview of the literature
29(2)
1.3.3 The research context: Complementary schools in Germany
31(1)
1.3.4 The Gap
32(1)
2 The Notions of Social Capital and the Relatedness to the Concept of Guanxi
33(19)
2.1 Introduction
33(1)
2.2 Three notions of social capital
34(13)
2.2.1 Class-based notion of social capital
34(6)
2.2.2 Social capital and civic engagement
40(4)
2.2.3 Social capital and youth education
44(3)
2.3 Guanxi and its relatedness to social capital
47(5)
3 Research design and methodology
52(22)
3.1 Introduction
52(1)
3.2 Research philosophical stance
53(1)
3.3 Research methodology
53(3)
3.3.1 Qualitative study
53(1)
3.3.2 Ethnographically orientated multilingual research
54(2)
3.4 Research design
56(5)
3.4.1 The local context -- Hua Hua School
56(1)
3.4.2 The participant groups
57(2)
3.4.3 Researcher and the researched
59(2)
3.5 Data collection design
61(7)
3.5.1 Method of data collection: Participant observation
61(1)
3.5.2 Data collection tools
62(6)
3.6 Data analysis
68(6)
3.6.1 Poststructuralist perspectives
68(1)
3.6.2 Approach
69(1)
3.6.3 Analysing the data
69(5)
4 The Networkers
74(35)
4.1 Introduction
74(1)
4.2 Overview of the participants
75(6)
4.2.1 Members of Networker group
75(2)
4.2.2 Vignettes
77(1)
4.2.3 Material possessions and high social status
78(3)
4.3 An overview of group relations
81(3)
4.3.1 Forming the Networker group on Saturday mornings
82(1)
4.3.2 The interaction patterns and group relations
83(1)
4.4 The main themes
84(25)
4.4.1 Friendship and group solidarity
84(6)
4.4.2 Engagement with the local Chinese community
90(4)
4.4.3 Engagement with German society
94(4)
4.4.4 The maintenance of Mandarin language and Chinese ties for their children
98(3)
4.4.5 The navigation of parenthood
101(6)
4.4.6 Business and job opportunities
107(2)
5 The Cosmopolitans
109(42)
5.1 Introduction
109(1)
5.2 Overview of the participants
110(9)
5.2.1 The members of the Cosmopolitan group
110(2)
5.2.2 Vignettes
112(1)
5.2.3 Material possessions and high social status
113(6)
5.3 An overview of group relations
119(5)
5.3.1 Forming the Cosmopolitan group on Saturday afternoons
119(1)
5.3.2 The interaction patterns and group relations
120(3)
5.3.3 High social status at the school
123(1)
5.4 The six main themes
124(27)
5.4.1 Maintenance of the shared history in China
124(5)
5.4.2 Friendship and group solidarity
129(5)
5.4.3 Engagement with the local Chinese community
134(3)
5.4.4 Engagement with local German society
137(9)
5.4.5 The navigation of parenthood
146(2)
5.4.6 Business and job opportunities
148(3)
6 The Marginalised
151(35)
6.1 Introduction
151(1)
6.2 Overview of the participants
152(6)
6.2.1 The members of the Marginalised
152(1)
6.2.2 Vignettes
153(2)
6.2.3 Material possessions and low social status/social isolation
155(3)
6.3 An overview of the group
158(5)
6.3.1 Forming the group on Saturday mornings
159(1)
6.3.2 The interaction patterns and group relations
160(3)
6.3.3 Low social status at the school
163(1)
6.4 The five themes
163(23)
6.4.1 Group belonging and solidarity
163(6)
6.4.2 Alternative engagement with the local Chinese community mediate through their children
169(5)
6.4.3 Engagement with German society
174(4)
6.4.4 The maintenance of various Chinese linguistic forms and rural Chinese values
178(3)
6.4.5 The navigation of parenthood
181(5)
7 A site of safe space, the reproduction of social order and Guanxi
186(16)
7.1 Introduction
186(1)
7.2 The most significant findings
187(13)
7.2.1 A safe site for group solidarity, friendship and trust
187(2)
7.2.2 Engagement with the local Chinese community
189(3)
7.2.3 Engagement with German society
192(3)
7.2.4 Construction of parenthood
195(2)
7.2.5 Hua Hua School -- a microcosm of the reproduction of social order
197(3)
7.3 A Chinese interpretation
200(1)
7.4 Conclusion
201(1)
8 Guanxi and the significant of social capital in the Chinese complementary school
202(11)
8.1 Introduction
202(1)
8.2 Revisiting the Questions for the Study
202(6)
8.2.1 The nature of the social relationships: emotional bonds, group belonging, solidarity and trust
203(1)
8.2.2 Facilitating social status and life chances
204(1)
8.2.3 The significance of social capital in complementary school settings for first-generation migrant parents
205(3)
8.3 Limitations and further research
208(1)
8.4 Contributions
209(2)
8.5 Final conclusion
211(2)
Afterward 213(19)
Bibliography 232(11)
Index 243
Dr. Jiayin Li-Gottwald is a research fellow in the field of socialisation with a focus on migration and intercultural education at the University of Kassel, Germany.