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Recent scholarly studies and media coverage have primarily focused on China’s increasing presence and sometimes asymmetrical engagement with Africa in tandem with the new trend of Chinese migration to that continent. Yet, the inverse flux of Africans to China and the emergence of African communities in Southern China over the last decades is influencing some areas of the Pearl River Delta Region, and changing the fabric of cities like Guangzhou, Macau and Hong Kong, in a way without precedent. There are representations or exotic descriptions from some mass circulation magazines and newspapers on the infamous Chungking Mansions in Hong Kong or the so-called “Chocolate-city,”an area centered aroundHongqiao, the village-district and Canaan market in the city of Guangzhou, with its arcades and strip malls filled with ethnic businesses and transnational migrants. In Macau, significant concentrations of African population of different origins are also seen in the “Papa pun” commercial center or in downtown areas. Despite many studies devoted to the “ethnoburbs” in other latitudes, only very recently, these entrepreneurial African communities in Mainland China are starting to become worthy of serious scholarly attention. Yet,there is total absence of studies dealing with the presence of more and more African students and the cultural manifestations of African communities well portrayed in the new African cinema, in music produced by Afro-Chinese bands or even singers.Besides a continuing inward flow of transient Africans who come to China for business on a regular basis, a significant number of settler African traders, particularly Nigerians, have already married local Chinese women, set up families, autonomously run their businesses without recourse to Chinese intermediaries, and established a web of informal and formal committees representing their home nations and states, to solve disputes while maintaining personal and business links with Africa. Besides, those emigrant ‘bushfallers’ who are coming to China solely for business purposes, a new form of “silent” migration of Nigerians comprising students from different backgrounds is enrolling in higher education institutions in the Macau Special Administrative Region of China. These students are coming to pursue their studies or to seek a job to pay their student fees at the margin of the PRC scholarship and stipendprograms for visiting African students that were popular in China in the 1960s and mid-1970s as part of CCP’s foreign policy for Third World aiming friendly relations with Africa. Today, these “transnational” Nigerian students are in their own way affirming their identity and difference, in southern China, in particularly in Macau SAR, thanks to their network of multiple interrelations across nation-states from Africa to Asia and to a combination of perseverance, zeal, and gentleness without subservience. Although they have not been targets for the hostility and even violence like the Shanghai incident of July 1979 or the Nanjing protests in December 1988 at Hehai University targeting African students, today these Nigerian students are facing more subtle forms of ethnocentrism and legal discrimination from immigration laws to daily practices, which always try to associate their citizenship to problematic or easy stereotypes of scam or colour. Yet, at the same time, everything seems to indicate that these newcomers are quick adapting and finding new forms of negotiating their social integration in the Chinese local society which in turn is offering more opportunities.This paper is part of a more ambitious project which aims to assess the new forms of migration from Africa to China and from China to Africa as well as their impact and contribution of globalization. First, this paper considers why and how Macau has evolved from a Portuguese outpost where slavery was a an institutionalized commodity to special administrative region of China where a new urban African community, mostly composed by Nigerian students, is in formation due to opportunities and rapid changes occurring in the region in the first years of the twenty-first century, by comparing the new to old African communities of students and business people/migrant workers from former Portuguese colonies (Angola, Cape Verde, São Tomé and Príncipe, Guinea-Bissau, and Mozambique).Finally, borrowing the title from a sequel movie with the same title of the promising New African cinema, the paper focus on the “China Wahala”or the troubles of these Nigerian students through their tales of their experiences of racism(s) and their negotiations and responses which radically contradicts not only the slogans of cultural diversity propagated by the official discourse and tourist channels as these Nigerians are confronted daily with often dramatic situations ranging from indifference and ostracism to exclusion.
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Complexities of Languages and Multilingualism
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University students in Macao are required to attend computer literacy courses to raise their basic skills levels and knowledge as part of their literacy foundation. Still, teachers frequently complain about the weak IT skills of many students, suggesting that most of them may not be benefiting sufficiently from their computer literacy courses. This research proposes an enhanced framework based on constructivist principles by using peer-tutoring to increase cost effectiveness and to improve student outcomes. Essential to this proposed model is the training of former course graduates as peer-instructors to achieve high quality learning results. At Instituto de Formação Turistica (IFT), a case study was used to evaluate its effectiveness using a qualitative analysis. In Macao, most students have a Confucian Heritage Cultural (CHC) background and the current findings demonstrate that students share more easily their learning difficulties within their group as their interpersonal relationships improve. It is suggested that since CHC cooperative learning is primarily based on bonds, students involved in this "relationship-first, learning-second" type shared a larger amount of knowledge and social skills, a dual positive outcome. Moreover, English language is a major barrier for the understanding of the teacher's message to Chinese students. Meanwhile, the negative Western concept of plagiarism is replaced, under the CHC, as the "face giving" and it is directly based on the relationship intensity to "help friends". At last, peer-tutors play a key role in the student increase internal motivation regarding the joy of the learning process. [For the complete proceedings, see ED579282.]
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In an international study, experts reflected on their national state of computer science education in school, and the associated situation and education of computer science teachers. While these situations are shaped by local circumstances, they are also shaped by changes in the discipline. The results of the study showed a number of recurrent themes and patterns such as curriculum difficulties, training and support for teachers, as well as the understanding (e.g. computer science vs. information technology) and relevance of computer science. The study also draws attention to initiatives that are being undertaken at the local and international levels to solve these problems. Finally, the study points out trends which are -- according to the experts asked -- likely to occur within the next few years.
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In the last decade, the progress of internet technologies has led to a significant increase in security and privacy issues for users. This study aims to investigate how computer science students perceive computer network security. Thirty three students participated in the study in which we gathered data through a questionnaire. In this paper, we present an analysis that is inspired by the phenomenographic approach. Our conclusion is that the students have different levels of understanding of computer network security depending on their usage of the concepts they have learned, their theoretical or practical orientation to the subject, and their interest in the field.
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This chapter explores the ways in which a relational understanding of the education process and the use of collaborative technologies in the connectivist tradition might inform and transform university teaching.
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One of the biggest challenges that we have encountered, when trying to encourage digital games in schools, is trying to explain what its benefits are in teaching and learning environments. In this pilot experimental study we explore how multimodal audio and visual games can be used in learning environments for children, specifically by fostering creative behaviors through User-Centered design approaches. To achieve this objective, a framework is being developed with multimodal experiences based on flexible design patterns that exploits basic visual and audio elements, allowing children from three to six years of age to play and learn through fun and subsequently trigger creative behaviors. These studies are making use of tangible objects, digital games and mobile platforms. We are making use of commercial digital games to understand and discuss the affordances of these games in an educational environment and how they support creativity in learning. (Fig.1)
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In his most quoted study Imagined Communities, Benedict Anderson argues that the invention of the printing press and the rise of print media contributed to a textual representation of the concept of the nation and nationalism. He states that ‘popular’ print culture was also crucial in its contribution to a global exchange that would have reinforced the idea of an ‘imagined community’.1 Anderson further explains that before the eighteenth century, the concept of nation was extensive, as Latin was the language of a broad, vast, imagined community called ‘Christendom’, but as there were changes in the religious communities, such a concept began to be replaced by French and English as vernacular languages of administrative centralization.2 Thus, print capitalism allied to the book market supported by the improvement of communications and the emergence of new and diverse forms of national languages, originated the creation of clusters of small creole ‘imagined political communities’ that were eager to promote new forms of national and cultural consciousness, aimed at widespread literacy through liens of kinship, ethnicity, fraternity, and power loyalties.3 This chapter posits that Anderson's arguments regarding creole nationalism in the new world, fit the particular case of the emergence of the printing, publishing and book-selling culture among a Euro-creole bourgeoisie from Macao with solid kinship, ethnic, commercial and social connections in Hong Kong, Canton, Shanghai and other littoral spaces in the treaty ports in East Asia, and takes these developments as a necessary point of departure. I argue that they used the widespread nature of print media to empower themselves and other community members with the progressive eighteenth-century Enlightenment ideas on rational scientific knowledge. They embraced atheism and anti-clericalism as important elements of enlightenment, thus promoting scientific culture, constitutional monarchy or republican forms of government, social mobility for ethnic minorities, and religious and intellectual tolerance that to a certain extent challenged the Catholic Church and conservative circles.
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