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RISS 인기검색어
- 검색키워드
- 저자 : Jackson Liz (검색결과 2 건)
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The challenges of learning to live together: navigating the global, national, and local
Liz Jackson 서울대학교 교육연구소 2019 Asia Pacific Education Review Vol.20 No.2
How people are to live together well in society, and learn to live together, have been continuously debated. These are challenging tasks, as the world changes over time, while educators aim to prepare young people for a dynamic, undetermined future. Although models and practices of civic education vary around the world, they typically have one thing in common. They tend to employ what can be described as the concentric circles model of human relations. In the concentric circles model, people live in spheres of local, national, and global. In academic work, the concentric circles model is associated with Nussbaum, whose political theories have inspired ongoing debates about one challenge of thinking through living in concentric circles. The major question she and many others have focused on is how to prioritise rights and responsibilities, and develop a sense of self, amidst the competing contexts of the circles—as part of local, national, and global life. I argue instead that the fundamental challenge of living together well in concentric circles relates to understanding what is in each of the circles—the way to know about, and thus be part of, the local, the national, the global. Rarely explored in work on civic education is that the local, the national, and the global are contested. The nature of those groups, their defning cultures and practices, and their implications for living together are under debate, neither simple nor given. It is often assumed that the concentric circles are known and given. But they are not a priori known, and they ought to be subjected to studied scrutiny. The challenge of identifying the nature of these social entities, and thus the meaning of membership within one’s locale, one’s nation-state, and global society, should be a focus of civic education. I elaborate this argument by exploring educating for citizenship at the global, national, and local levels.
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Assimilation over protection: rethinking mandarin language assimilation in China
Lin Cong,Jackson Liz 한국다문화교육학회 2021 Multicultural Education Review Vol.13 No.4
In the last decades, the propagation of Mandarin has been carried out across the People’s Republic of China as de facto language assimilation. It has achieved great success in that over 80 percent of the population can speak Mandarin, but it has also had devastating effects on minority language learning, maintenance, and use. Meanwhile, the Chinese government continues to strongly promote Mandarin nationwide. This paper applies summative content analysis to examine the reasons the government provides for promoting Mandarin in its official policies, government reports, and news. Our findings show that in official documents, the value of promoting Mandarin typically prevails over the importance of protecting minority languages. Additionally, the government tends to equate minority assimilation with progress and advancement. In this context, we argue that to enhance conditions of minorities in society, the government should work to ensure that mastering Mandarin is a free choice of minorities, and regard Mandarin and minority languages and their speakers as of equal status and value in society.
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