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The Comparative Study of the Multi-ethnic Co-existent Education in the Multi-ethnic Society ; focussing on the Ethnic schools in Malaysia, England and Australia

多民族社会中多民族共存教育的比较研究

基本信息

批准号：
15530545
负责人：
TAKEKUMA Hisao
金额：
$ 1.92万
依托单位：
KYUSHU UNIVERSITY
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (C)
财政年份：
2003
资助国家：
日本
起止时间：
2003 至 2005
项目状态：
已结题

项目摘要

This research aims to examine the possible coordination of multi-ethnic coexistent education and each ethnic education in multi-ethnic society. In some cases of ethnic school situation and curriculum in three countries, I clarify the role and functions of ethnic school to multi-ethnic society.1.Malaysian Chinese education system has been structured to the secondary level. This system is constructed in Malaysian Chinese Community, but doesn't have a strong connection to other ethnic education and Malaysian Government. Without basic interactive communication among ethnic schools and public schools, Chinese education serves mainly for Chinese community from the view of minority status. That ethnic education's coordination is like a supplementary type. And for the curriculum, it's an additional approach to avoid a conflict to the government syllabus. So, by means of mandarin marketability and typical cultural attraction, this system is receiving other ethnic students and other internationa … More l Chinese students.2.Birmingham Faith School gets grants from government and submits ofsted inspection. This school receives Muslim students in this school district. It has a relation to Pakistan's education and also imported Islamic textbook from USA. As for the curriculum, it seems to be a parallel approach of two values, or translational approach in the Islamic context, rather than additional.3.London Supplementary Chinese School provides Mandarin and receives Chinese students from suburb. It has a relationship to local authority like Chinese community liaison. This supplementary school functions as a complementary coordination for Chinese community to public English education.4.Australian Chinese supplementary schools get some governmental grants. For Chinese people who live in especially dispersed residence style of each suburb, such school provides the area as a collective memory of ethnicity. On the other side, this school functions as a "buffer" institution of ethnic conflicts and representation of ethnic needs in Multi-ethnic society. Less

本研究旨在探讨多民族社会中多民族共存教育与各民族教育协调的可能性。通过对三个国家少数民族学校的情况和课程设置的个案分析，阐明少数民族学校在多民族社会中的地位和作用。1.马来西亚华文教育体系已经结构化到中学阶段。这一制度是在马来西亚华人社区内建构起来的，但与其他民族教育和马来西亚政府的联系并不紧密。少数民族学校与公立学校之间缺乏基本的互动交流，华文教育主要服务于少数民族身份的华人社区。民族教育的协调是一种补充型的协调。对于课程来说，这是一种避免与政府教学大纲冲突的额外方法。因此，这一系统正以普通话的市场性和典型的文化吸引力来吸引其他民族学生和其他国际学生， ...更多信息 l中国学生。2.伯明翰信仰学校获得政府赠款，并提交标准检查。这所学校接收这个学区的穆斯林学生。这与巴基斯坦的教育有关，也与从美国进口的伊斯兰教科书有关。在课程设置上，似乎是两种价值观的并行，或者说是伊斯兰语境下的翻译法，而不是附加的。3.伦敦补充中文学校提供普通话，接收来自郊区的中国学生。它与地方当局有关系，如中国社区联络。这所补习学校的功能是作为华人社区对公共英语教育的一种补充协调。4.澳大利亚华人补习学校得到政府的一些赠款。对于居住在各个郊区的居住方式特别分散的中国人来说，这样的学校提供了该地区作为民族的集体记忆。另一方面，在多民族社会中，这所学校又起到了民族冲突的“缓冲”机构和民族需求的代表作用。少