Navigating the Educational Pathway: Intergenerational Dynamics and Transcultural Negotiations of Immigrant Chinese in Luxembourg

Autor/in	Wu, Jinting
Titel	Navigating the Educational Pathway: Intergenerational Dynamics and Transcultural Negotiations of Immigrant Chinese in Luxembourg
Quelle	In: Diaspora, Indigenous, and Minority Education, 13 (2019) 4, S.248-261 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1559-5692
DOI	10.1080/15595692.2019.1623194
Schlagwörter	Immigrants; Foreign Countries; Intercultural Communication; Age Differences; Cultural Capital; Parent Child Relationship; Family School Relationship; Ethnic Stereotypes; Secondary School Students; Small Businesses; Social Integration; Social Networks; Dining Facilities; Expectation; Child Rearing; Work Ethic; Academic Aspiration; Equal Education; China; Luxembourg + Suchen Sie Ihr Suchwort? Immigrant; Immigrantin; Immigranten; Ausland; Interkulturelle Kommunikation; Age; Difference; Age difference; Altersunterschied; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; National stereotype; Nationales Stereotyp; Sekundarschüler; Kleingewerbe; Soziale Integration; Social network; Soziales Netzwerk; Mensa; Expectancy; Erwartung; Kindererziehung; Arbeitsethos
Abstract	Based on nine months of ethnographic fieldwork, this article explores the contested roles of education in the intergenerational dynamics and transcultural negotiations of immigrant Chinese in Luxembourg. It offers an account of how immigrant youth and parents exhibited particular cultural orientations and social ties that helped them gain collective wellbeing yet also produced intergenerational and cross-cultural tensions in childrearing and schooling. Immigrant-specific social and cultural resources -- as reflected in children's labor participation in family catering businesses and parental high academic expectations -- are both a source of empowerment for immigrant survival, and a source of constraint when leading to racial stereotyping and tensions in home-school, parent-child relations. This paper calls for culturally responsive schooling in order to better understand immigrants' multi-pronged challenges, resources, and aspirations in negotiating educational inequalities. This study hopes to contribute to scholarship on immigrant education and European Chinese diaspora more broadly. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01