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'Spiritual Pursuits' in Singing Identity Making of the Chinese Education Diaspora.

机译：散文华文演唱身份认同的“精神追求”。

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摘要

Since the last century, a striking impact that globalization has had on education is the increasing exodus of students and scholars from the global south to the global north to study and stay, which is termed as "education diasporas" in this study. From the 1980s onward, the overstayed Chinese students and scholars overseas have grown into the largest and most fast-growing education diasporas globally. However, the facts and logics of their diasporic daily practices remain vague in the existing scholarship.;Compelled by an ethnographer's curiosity about how the diasporic Chinese make sense of their daily practices, particularly in the public sphere, and how that indicates their sense of being and belonging, I selected a Chinese chorus ("CC" for acronym) in the United States as a case to exemplify the post-1980s Chinese education diaspora. Around three-years' deep "hanging out" in the field, along with a number of interviews and documents collected from the informants, enabled me to reveal their identity making centering on "spiritual pursuits" that the education diaspora featured.;I went back and forth between the emic and the etic perspectives in presenting the study, in the form of a tapestry interweaving the insiders' narratives: "something is missing", "dragging", "circles", "renqing", "stage", "dilemmas", "community", "solidarity", "re-charging", "re-rooting", "home". The overarching theme of "spiritual pursuits" indicates the peculiarity of the education-motivated and well-educated diasporic population in the fast-changing transnational contexts. The logics of their diasporic self-making, as was discovered in the study, encompassed an identity loss due to uprootedness, and imperative needs for self-making by means of social interactions, collective endeavors, and "spiritual pursuits". In CC's case, people were brought together by the stage, the music, the interconnectedness, the memories of home, and the eagerness to "unite", which were constantly and contestedly negotiated in-between the past and the present, "here" and "there".
机译：自上个世纪以来，全球化对教育产生的惊人影响是，学生和学者从全球南部到全球北部不断地学习和居住，这在本研究中被称为“教育海外”。从1980年代起，留在海外的中国学生和学者已发展成为全球最大，发展最快的教育海外群体。然而，在现有的奖学金制度中，他们的流离失所者日常活动的事实和逻辑仍然含糊。作为归属，我在美国选择了一个中文合唱团（缩写为“ CC”）作为例子来说明1980年代后的华人教育界。大约三年来该领域的深入“闲逛”，以及从线人那里收集的许多访谈和文件，使我能够揭示出他们的身份是基于散居在国外的教育所带来的“精神追求”。在介绍这项研究的主题和主题观点之间来回徘徊，形式为挂毯，将内部人的叙述交织在一起：“缺少某些东西”，“拖延”，“圆圈”，“人情”，“舞台”，“困境” ”，“社区”，“团结”，“重新收费”，“重新生根”，“住家”。 “精神追求”的总体主题表明，在瞬息万变的跨国环境中，受教育动机和受过良好教育的流散人口的特殊性。在研究中发现，他们的流离失所者自我创造的逻辑包括因背负连根而失去身份，以及通过社交互动，集体努力和“精神追求”实现自我创造的迫切需求。就CC而言，人们是通过舞台，音乐，相互联系，家庭的回忆和渴望“团结”的方式聚集在一起的，它们在过去和现在，“这里”和“那里”。

著录项

  • 作者

    Liu, Ya.;

  • 作者单位

    University of Minnesota.;

  • 授予单位 University of Minnesota.;
  • 学科 Educational sociology.;Cultural anthropology.;Asian American studies.
  • 学位 Ph.D.
  • 年度 2015
  • 页码 183 p.
  • 总页数 183
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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