Eiichiro Azuma
- Published in print:
- 2005
- Published Online:
- September 2007
- ISBN:
- 9780195159400
- eISBN:
- 9780199788545
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195159400.003.0007
- Subject:
- History, American History: 20th Century
This chapter examines the decision of Japanese immigrant parents and leaders to send their children to school abroad. Issei found many advantages in transnational education, including the improvement ...
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This chapter examines the decision of Japanese immigrant parents and leaders to send their children to school abroad. Issei found many advantages in transnational education, including the improvement of the Nisei's employment opportunities and the narrowing of cultural and linguistic gaps between the first and second generations. Many also saw the purposes of study abroad in terms similar to community-based language instruction at home. Immigrant parents anticipated that attending school in Japan would enhance their childreni's appreciation of a moral and dignified lifestyle based on Japanese ethics.Less
This chapter examines the decision of Japanese immigrant parents and leaders to send their children to school abroad. Issei found many advantages in transnational education, including the improvement of the Nisei's employment opportunities and the narrowing of cultural and linguistic gaps between the first and second generations. Many also saw the purposes of study abroad in terms similar to community-based language instruction at home. Immigrant parents anticipated that attending school in Japan would enhance their childreni's appreciation of a moral and dignified lifestyle based on Japanese ethics.
Md Mizanur Rahman and Rakesh Ranjan
- Published in print:
- 2021
- Published Online:
- July 2020
- ISBN:
- 9780190121341
- eISBN:
- 9780190990244
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/oso/9780190121341.003.0005
- Subject:
- Sociology, Migration Studies (including Refugee Studies)
This chapter discusses various educational projects that transnational migrant organizations run across the country. The chapter mainly describes projects and programmes such as NRI education ...
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This chapter discusses various educational projects that transnational migrant organizations run across the country. The chapter mainly describes projects and programmes such as NRI education provision, education for vulnerable groups, vocational education and training for skill development, community awareness programs, provision of modern learning tools, scholarships and grants, and various special programs for the advancement of education among the underprivileged sections of the Indian society.Less
This chapter discusses various educational projects that transnational migrant organizations run across the country. The chapter mainly describes projects and programmes such as NRI education provision, education for vulnerable groups, vocational education and training for skill development, community awareness programs, provision of modern learning tools, scholarships and grants, and various special programs for the advancement of education among the underprivileged sections of the Indian society.
Ciaran O’Neill
- Published in print:
- 2014
- Published Online:
- August 2014
- ISBN:
- 9780198707714
- eISBN:
- 9780191778759
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780198707714.003.0001
- Subject:
- History, British and Irish Modern History
Defines and interrogates key terms such ‘Irish Catholic elite’ and ‘transnational education’ and provides the reader with an overview of the historiography of elite education in Ireland.
Defines and interrogates key terms such ‘Irish Catholic elite’ and ‘transnational education’ and provides the reader with an overview of the historiography of elite education in Ireland.
Ciaran O'Neill
- Published in print:
- 2014
- Published Online:
- August 2014
- ISBN:
- 9780198707714
- eISBN:
- 9780191778759
- Item type:
- book
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780198707714.001.0001
- Subject:
- History, British and Irish Modern History
For as far back as school registers can take us the most prestigious education available to any Irish boy or girl was to be found outside of Ireland. Catholics of Consequence traces for the first ...
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For as far back as school registers can take us the most prestigious education available to any Irish boy or girl was to be found outside of Ireland. Catholics of Consequence traces for the first time the transnational education, careers, and lives of more than two thousand Irish boys and girls who attended Catholic schools in England, France, Belgium, and elsewhere in the second half of the nineteenth century. There was a long tradition of Irish Anglicans and Catholics sending their children abroad for the majority of their formative years As the cultural nationalism of the Irish revival at the end of the nineteenth century took root, however, Irish Catholics who sent their children to school in Britain were accused of a pro-Britishness that crystallized into still recognizable terms of insult such as West Briton, Castle Catholic, Squireen, and Seoinin. This concept has an enduring resonance in Ireland, but very few publications have ever interrogated it. Catholics of Consequence marks the first ever attempt to analyse the education and subsequent lives of the Irish boys and girls who received this type of transnational education. It also tells the story of elite education in Ireland, where schools such as Clongowes Wood and Castleknock College were rooted in the Continental Catholic tradition, but also looked to public schools in England as exemplars. Taken together it tells the story of an Irish Catholic elite at once integrated and segregated within what was then the most powerful state in the world.Less
For as far back as school registers can take us the most prestigious education available to any Irish boy or girl was to be found outside of Ireland. Catholics of Consequence traces for the first time the transnational education, careers, and lives of more than two thousand Irish boys and girls who attended Catholic schools in England, France, Belgium, and elsewhere in the second half of the nineteenth century. There was a long tradition of Irish Anglicans and Catholics sending their children abroad for the majority of their formative years As the cultural nationalism of the Irish revival at the end of the nineteenth century took root, however, Irish Catholics who sent their children to school in Britain were accused of a pro-Britishness that crystallized into still recognizable terms of insult such as West Briton, Castle Catholic, Squireen, and Seoinin. This concept has an enduring resonance in Ireland, but very few publications have ever interrogated it. Catholics of Consequence marks the first ever attempt to analyse the education and subsequent lives of the Irish boys and girls who received this type of transnational education. It also tells the story of elite education in Ireland, where schools such as Clongowes Wood and Castleknock College were rooted in the Continental Catholic tradition, but also looked to public schools in England as exemplars. Taken together it tells the story of an Irish Catholic elite at once integrated and segregated within what was then the most powerful state in the world.
Gracia Liu-Farrer
- Published in print:
- 2020
- Published Online:
- September 2020
- ISBN:
- 9781501748622
- eISBN:
- 9781501748646
- Item type:
- chapter
- Publisher:
- Cornell University Press
- DOI:
- 10.7591/cornell/9781501748622.003.0008
- Subject:
- Psychology, Social Psychology
This chapter addresses the education experiences and outcomes of children of full or partial foreign parentage who grew up in Japan. It highlights some of their education strategies and practices and ...
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This chapter addresses the education experiences and outcomes of children of full or partial foreign parentage who grew up in Japan. It highlights some of their education strategies and practices and discusses how migration channels, parents' socioeconomic situations, and cultural backgrounds affect such practices and children's education achievements. Immigrant parents, regardless of their class and ethnic and cultural backgrounds, share an eagerness to advance their children's education. They strategize among different educational options and choose those they believe can produce better outcomes as well as match their mobility goals. However, the educational outcomes of the children vary widely, across national groups and along class lines. This has to do with the variant cultural, social, and economic resources that can be used to advance children's education. Meanwhile, the easiest educational choice available to them, Japanese public education, falls short in facilitating immigrant children's education mobility. The different choices of educational institutions in Japan include Japanese schools and “foreigner schools.” There is also the option of transnational education.Less
This chapter addresses the education experiences and outcomes of children of full or partial foreign parentage who grew up in Japan. It highlights some of their education strategies and practices and discusses how migration channels, parents' socioeconomic situations, and cultural backgrounds affect such practices and children's education achievements. Immigrant parents, regardless of their class and ethnic and cultural backgrounds, share an eagerness to advance their children's education. They strategize among different educational options and choose those they believe can produce better outcomes as well as match their mobility goals. However, the educational outcomes of the children vary widely, across national groups and along class lines. This has to do with the variant cultural, social, and economic resources that can be used to advance children's education. Meanwhile, the easiest educational choice available to them, Japanese public education, falls short in facilitating immigrant children's education mobility. The different choices of educational institutions in Japan include Japanese schools and “foreigner schools.” There is also the option of transnational education.
Jie Gao
- Published in print:
- 2020
- Published Online:
- November 2020
- ISBN:
- 9780198853022
- eISBN:
- 9780191887420
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/oso/9780198853022.003.0009
- Subject:
- Business and Management, Knowledge Management, Political Economy
Chapter 9 explores the roles of Sino–foreign education partnerships (SFEP) within China’s Belt and Road Initiative (BRI), in particular, how it has been shifted from a strategic tool to reform and ...
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Chapter 9 explores the roles of Sino–foreign education partnerships (SFEP) within China’s Belt and Road Initiative (BRI), in particular, how it has been shifted from a strategic tool to reform and upgrade China’s domestic higher education sector, to becoming a diplomatic instrument for building connections between China and the regions and countries along the BRI routes. The history of the development of SFEP reveals how policy and regulation have evolved. The shifting paradigm of the Chinese government, through its MOE (Ministry of Education), in regulating SFEP provides a window into the grand transformation of China’s narrative towards its position in the global education hierarchy. China is shifting from the follower/importer of “advanced foreign educational programs,” to a proactive player that builds a platform and framework for educational collaboration in the world. Now, China is becoming an initiator/exporter of its own educational programs and culture along the belt and road.Less
Chapter 9 explores the roles of Sino–foreign education partnerships (SFEP) within China’s Belt and Road Initiative (BRI), in particular, how it has been shifted from a strategic tool to reform and upgrade China’s domestic higher education sector, to becoming a diplomatic instrument for building connections between China and the regions and countries along the BRI routes. The history of the development of SFEP reveals how policy and regulation have evolved. The shifting paradigm of the Chinese government, through its MOE (Ministry of Education), in regulating SFEP provides a window into the grand transformation of China’s narrative towards its position in the global education hierarchy. China is shifting from the follower/importer of “advanced foreign educational programs,” to a proactive player that builds a platform and framework for educational collaboration in the world. Now, China is becoming an initiator/exporter of its own educational programs and culture along the belt and road.
Sally Booth and Michele Claeys
- Published in print:
- 2010
- Published Online:
- March 2016
- ISBN:
- 9780814741405
- eISBN:
- 9780814786550
- Item type:
- chapter
- Publisher:
- NYU Press
- DOI:
- 10.18574/nyu/9780814741405.003.0014
- Subject:
- Education, Educational Policy and Politics
This chapter identifies a singular initiative in transnational education. Europe's task of educating large numbers of non-European children—now largely Muslim refugees, asylum seekers, and migrants ...
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This chapter identifies a singular initiative in transnational education. Europe's task of educating large numbers of non-European children—now largely Muslim refugees, asylum seekers, and migrants from Africa, the Middle East, and Asia—requires a new vision and practice of education. Sweden is once again taking the lead; however, adapting the Ross model to fit a Swedish public high school in a deeply segregated neighborhood proves to be an enormous challenge. The chapter traces the multiple-year effort of a team of principals, teachers, and staff from Ross and Tensta working transnationally to adapt the ideas and philosophy of Ross to a new context. This collaboration includes work to consolidate the Ross curriculum and pedagogy, synthesize the ethos and spirit of Ross, and establish a school environment conducive to the model.Less
This chapter identifies a singular initiative in transnational education. Europe's task of educating large numbers of non-European children—now largely Muslim refugees, asylum seekers, and migrants from Africa, the Middle East, and Asia—requires a new vision and practice of education. Sweden is once again taking the lead; however, adapting the Ross model to fit a Swedish public high school in a deeply segregated neighborhood proves to be an enormous challenge. The chapter traces the multiple-year effort of a team of principals, teachers, and staff from Ross and Tensta working transnationally to adapt the ideas and philosophy of Ross to a new context. This collaboration includes work to consolidate the Ross curriculum and pedagogy, synthesize the ethos and spirit of Ross, and establish a school environment conducive to the model.
Ciaran O’Neill
- Published in print:
- 2014
- Published Online:
- August 2014
- ISBN:
- 9780198707714
- eISBN:
- 9780191778759
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780198707714.003.0003
- Subject:
- History, British and Irish Modern History
Outlines the education and immersion of 1,307 Irish boys in the four most prestigious English Catholic schools (Stonyhurst, Downside, Oscott, Beaumont) in the second half of the nineteenth century. ...
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Outlines the education and immersion of 1,307 Irish boys in the four most prestigious English Catholic schools (Stonyhurst, Downside, Oscott, Beaumont) in the second half of the nineteenth century. Throughout the nineteenth century and well into the twentieth some of the wealthiest Catholic families in Ireland chose to pursue an English education in preference to an Irish education. The most prestigious schools in England all had a significant percentage of Irish boarders throughout the nineteenth century; usually more than one boy in five was Irish. The decision to send a son to a boarding school in England can neither have been taken lightly, nor without a level of strategic planning. This chapter asks why Irish families were willing to be separated from their sons for up to two years at a time, pay higher fees, and travel a tremendous and costly distance.Less
Outlines the education and immersion of 1,307 Irish boys in the four most prestigious English Catholic schools (Stonyhurst, Downside, Oscott, Beaumont) in the second half of the nineteenth century. Throughout the nineteenth century and well into the twentieth some of the wealthiest Catholic families in Ireland chose to pursue an English education in preference to an Irish education. The most prestigious schools in England all had a significant percentage of Irish boarders throughout the nineteenth century; usually more than one boy in five was Irish. The decision to send a son to a boarding school in England can neither have been taken lightly, nor without a level of strategic planning. This chapter asks why Irish families were willing to be separated from their sons for up to two years at a time, pay higher fees, and travel a tremendous and costly distance.
Philippe Lane and Michael Worton (eds)
- Published in print:
- 2011
- Published Online:
- June 2013
- ISBN:
- 9781846316555
- eISBN:
- 9781846316692
- Item type:
- book
- Publisher:
- Liverpool University Press
- DOI:
- 10.5949/UPO9781846316692
- Subject:
- Society and Culture, Cultural Studies
This book draws together a range of scholars to examine the state of French Studies in the UK, taking account of the variety of factors that have made the discipline what it is. The book looks ahead ...
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This book draws together a range of scholars to examine the state of French Studies in the UK, taking account of the variety of factors that have made the discipline what it is. The book looks ahead to the place of French Studies in a world that is increasingly interdisciplinary, and where student demands, new technologies and transnational education are changing the ways in which we learn, teach, research and assess.Less
This book draws together a range of scholars to examine the state of French Studies in the UK, taking account of the variety of factors that have made the discipline what it is. The book looks ahead to the place of French Studies in a world that is increasingly interdisciplinary, and where student demands, new technologies and transnational education are changing the ways in which we learn, teach, research and assess.
