Moving back and forth between Hong Kong and Toronto
Subtitle: a narrative inquiry into a family's cultural and educational experiences.
Published: 2004
Language: eng
Number of pages: 159
Subjects: Family -- China -- Hong KOng.; Family -- Ontario -- Toronto.; Chinese -- Ontario -- Toronto.; Education -- China -- Hong Kong.; Education -- Ontario -- Toronto.; Culture conflict.; Hong Kong (China) -- Social conditions.; Toronto (Ont.) -- Social conditions.
Description: I began my residency year in Toronto with my wife, and two children aged 7 and 10 in August 1999. During our stay in Toronto, the children attended a local public elementary school; we struggled with the everyday challenges for a new arrival family in a foreign country. As we were learning to settle our lives in the new school and community, we experienced excitements and frustrations, puzzles and tensions. Our experiences of linguistic, educational, and cultural strangeness were documented in the field notes, reflective journals, email correspondences, observations and interview records which constituted the field texts for the inquiry, collected mainly from mid 1999 to early 2002, with our personal life histories as a wider backdrop extending this period.This thesis documents the experiences of my family as we moved in between different cultural and educational landscapes of Hong Kong and Toronto. The purpose is to explore the notions of learning and education in different contexts.After living and studying for a full year in Toronto, we moved back to Hong Kong in August 2000. Instead of returning to a familiar place, we experienced more strangeness and unexpected tensions and difficulties in readjusting to the lives in our former school and workplaces. Our difficulties in re-entering the school revealed in sharp contrast the different values and orientations in learning and education in the two places. Our puzzles in living in different landscapes provoked us to rethink our deep-rooted values and practices in our everyday life, especially on the different roles and relationships of family, school, and society in the upbringing of our children.The inquiry is methodologically guided by Connelly and Clandinin's (2000) narrative inquiry and theoretically grounded on Dewey's (1938) theory of experience. I tried to make meaning of our lived experiences by contextualizing them in the different educational and cultural orientations of the two places. Reflections on our personal experiences are situated in temporal, social, and spatial dimensions. While my family experience is idiosyncratic and located in particular times and places, I argued that significant insights into broader issues---learning, life, and education---can be gained through looking attentively into one instance of such experiences.
Notes: Adviser:  F. Michael Connelly.

Thesis (Ed.D.)--University of Toronto, 2004.

Electronic version licensed for access by U. of T. users.

Source: Dissertation Abstracts International, Volume: 65-05, Section: A, page: 1646.