Identity grafting: influence of Confucian model universities on Chinese Singaporean engineering professionals

IF 1.7 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Discourse-Studies in the Cultural Politics of Education Pub Date : 2023-04-28 DOI:10.1080/01596306.2023.2200079

D. Lee

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引用次数: 1

Abstract

ABSTRACT Singapore’s higher education history had students involved in anti-colonial movements. This study examines how historical discourses on state efforts to manage university student movements (1953–1980) unintentionally reproduce in the intercultural business practices of today’s professionals. It explores how professional accounts of intercultural business practices resonate with historical memories of student movements, with individual accounts varying according to their family and educational backgrounds. Interviews with 30 Chinese Singaporean engineering professionals were compared and analysed based on their childhood home language, socioeconomic status, and whether they attended universities locally or overseas. Results show that the respondents selectively and unintentionally reconstruct historical themes to understand their cultural identities and professional practice. They converge on which aspect of higher education history resonates with them based on their family and educational backgrounds. This study shows how current actions have long-term unintended consequences. The discussion takes a postcolonial perspective of the global implications of the findings on individuals, national identity and higher education development.

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身份嫁接：儒家模式大学对新加坡华裔工程人才的影响

新加坡的高等教育史上有很多学生参与过反殖民运动。本研究考察了关于国家努力管理大学生运动(1953-1980)的历史话语是如何在当今专业人士的跨文化商业实践中无意中再现的。它探讨了跨文化商业实践的专业描述如何与学生运动的历史记忆产生共鸣，并根据他们的家庭和教育背景进行不同的个人描述。对30名新加坡华裔工程专业人员的访谈进行了比较和分析，基于他们童年的母语、社会经济地位以及他们是否在本地或海外上大学。结果表明，被调查者有选择地和无意地重构历史主题，以理解他们的文化身份和专业实践。基于他们的家庭和教育背景，他们在高等教育史的哪个方面与他们产生了共鸣。这项研究表明，当前的行动会产生长期的意想不到的后果。本文从后殖民的角度探讨了研究结果对个人、国家认同和高等教育发展的全球影响。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Discourse-Studies in the Cultural Politics of Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

4.60

自引率

5.90%

发文量

期刊介绍： Discourse is an international, fully peer-reviewed journal publishing contemporary research and theorising in the cultural politics of education. The journal publishes academic articles from throughout the world which contribute to contemporary debates on the new social, cultural and political configurations that now mark education as a highly contested but important cultural site. Discourse adopts a broadly critical orientation, but is not tied to any particular ideological, disciplinary or methodological position. It encourages interdisciplinary approaches to the analysis of educational theory, policy and practice. It welcomes papers which explore speculative ideas in education, are written in innovative ways, or are presented in experimental ways.