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hi! Everyone! I'll just get started with an acknowledgment of country

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on behalf of everyone gathered. I pay my respect to the spirit of country here in Nam, where we are meeting.

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I acknowledge the past and present cooler nation will runjury way. We're wrong as the sovereign people here. The cultural knowledge holders who maintain and promote the nam aboriginal law, customs and custodianship responsibilities for country and the people. That country continues to sustain generation after generation into the future. For all of us

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I recognize the important contribution that first nations thinkers have made to sociology, including challenges to our dominant ways of thinking. We thank all first nations delegates in the room today for their contributions to knowledge in the discipline.

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Now pass over to the chair. Or, yeah.

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yeah.

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And then, to start the first presentation. You just click. Okay, click on that and come up. Yes.

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okay. good afternoon. Everyone. Thanks to join our section. The topic of section is when global mean local, the dialectics between indigenous knowledge and global computation. So it's quite kind of feed the technology just about the indigenous knowledge and everything. So we have about 7 presentations.

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So we need to be on time. Yeah. So let let me introduce all the information and the topic for this one, and the first pre-iners will be Professor Ma. From national juniority, from Taiwan. The topic of her presentation will be internationalization at home in Taiwan's high education. Domestic students perspective. The second one is from Dr. Leo.

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Yeah. She is from nose. no, no! China nominity on the topic is on working on the role of educational, discontinuous, a study on the close cultural growth of the young Chinese students abroad.

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The third one is a kusumati. Madi. We sorry about that? Yeah. The topic is about multicultural education as a social movement from Indonesia.

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The first one is from the doctor, Professor Roger. Yeah. And the topic is about promise of India's new education. Piracy 2020, the fifth and Sixth is a remote presentation. The first one is from for Fester, Lum

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from Hong Kong. The topic is about problemalizing the global, the global notes and the South Binary, a critical review of a social.

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a sociological literature of education, of ethnic minority student in Hong Kong, the sixth one is a Professor Lin from National Hubble.

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Public University, Taiwan. The topic is about globalization and the implication for education. The local pedagogue. 2 of this one will be remote one and the last one by least one will be Professor Liu Hui Zhang. She is from a national title university, but the topic will be when majority become the minority.

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non-indigenous teachers, culture, competence, development in an indigenous school in Taiwan. So we have about total 7. We also have a disputed paper, and not from another professor. She will chat. He will try to make it. But we'll see. Okay, let's all welcome our first preenters, Professor. Ma, yeah, about the topic about internationalization at home in Taiwan's education.

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Yeah.

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there's about 5 to 50 min. I'll give you a sign. It is about 2 weeks now. Okay.

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so

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can you know.

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Yes.

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Okay.

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Okay. Okay.

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Hi, Good afternoon. Everyone. Before my presentation. I'd like to give my thanks to the panel organizer, Professor Chen, for putting together all these papers.

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My study is about a domestic student's perspective on internationalization at home, in higher education as well as their experiences. They are in

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next.

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the internationalization of higher education has generated the rapid increase of international students worldwide and resulted in the globalizing market of higher education.

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On the one hand, international students are often considered the ambassador of cultural exchange and the target for institutional assistance in the adaptation in the host country. On the other hand, Dobens's students. Role and experience in intercultural contact are often neglected.

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Since the early 2 thousands, the call for internationalization at home has become to focus on how internationalization would impact domestic students.

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Despite

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a growing body of research on this topic, little is known about experiences of domestic students in a non-western context.

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As Asia has become a new contender in the global market for higher education. In the major destination for international students, the experience of this region deserves scholarly attention.

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These studies I draw a literature from 2 groups. First, is the theoretical empirical work on intergroup contact.

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including into intergroup contact theory, integrated threat theory, and the concepts of ingrow favoritism, homophily, cultural distance and border work.

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and the other group of literature. is about the studies on the effect of English as a median of of instruction on classroom interactions and learning outcomes.

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There are 2 research questions, post in the study. First, how do domestic students perceive internationalization at home? And the second is how internationalization policies and ensuing changes on campus affect domestic students.

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Foreign universities in Taiwan were chosen as field sites. Their message students. We recruited through the bulletin board system, the Internet and social networks, taking to account a level of study, discipline gendered and experience of studying abroad.

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child focus, group interviews, and one in depth interview were conducted with 53 participants.

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This it, drawn from the interviews

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with international students, were employed to supplement and triangulate field data.

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And here's the profile of participants in this study.

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For the time's sake. I'm just jumping to

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the findings. But before I go into the findings I'd like to give a brief explanation of international students. In Taiwan. There are 2 subgroups of international students in Taiwan, and one is overseas Chinese students and the other is foreign students, and both are considered international students.

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But the former groups are the ones with Chinese ancestries, and these 2 group of students are omitted under different recruitment channels and governed by different recruitment policies

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and they They have. They often have very different learning experiences, because overseas Chinese students often learn with local students, whereas many foreign students they are emitted into bilingual programs or English-only programs.

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And the first major findings concerns the message, June's perception of internationalization. How do I'm sorry.

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How do they? understand internationalization

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from their perspective? The characteristics and strategies of internationalizations concerns the following, such as establishing corporation exchange with foreign universities, institutions offering English talk courses, establishing branch campuses, overseas, recruiting for its talents.

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However, there is a broad objection among domestic students. to the emphasis on quantitative indicators in evaluating the performance in internationalization, such as the number of international students, the number of Emi courses

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and the global ranking of university.

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And the second concerns the purposes of internationalization.

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Why would the country, the universities.

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or the individual wants to participate in internationalization

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on the national level. Domestic students perceive the country's purpose of international internationalization is to enhance national competitiveness as well as to cultivate talents for national development

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on the university level. The university pursues internationalization to recruit students, compete for resources and establish reputation

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on the individual level into nationalization helps to stimulate students, learning attitudes.

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elevate students, global competitiveness and enhance students. Worldview.

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There are 2 major impacts of international internationalization at home on domestic students. The first concerns the ancient cultural context with international students.

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culture and social factors are involved in creating, maintaining or penetrating the boundaries between domestic students and international students. Domest students from familiarity with international students, cultural and liquid linguistic backgrounds, and vice versa, facilitates inter-group contact.

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On the one hand, the similarity in ethnic backgrounds enhances intergroup contact

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on the other hand, inequality in ethnicity and national status in the world system is at work to shape intercultural contact between domestic students and international students.

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Social space not only constructs students living and learning millions, but also their experiences of school.

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All 4 students usually have separate rooms, Missouri separate dorms on, whereas overseas Chinese students share the same dorms with domestic students. On the one hand, 4 students often are concentrated in English top programs and classes, and are often concentrated in a separate space on campus. For example, an English only campus, on the other hand, overseas Chinese students usually are in the same classes and programs with domestic students

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and those factors result in different contact experiences with different groups of international students.

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I'm sorry

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with the context, with foreign students, result in parallel worlds.

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domestic students and foreign students, often are very limited in have very limited contacts in frequency, duration, and depth. However, domestic students often have frequent contact with in overseas Chinese students, and these 2 groups are often highly mixed.

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There's several factors affecting the experience of intercultural contacts. First, is realistic threats. such as University's resource, allocation and teachers, differential treatment towards domestic students and international students with different backgrounds. And, second, is symbolic threats.

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the sense of threats are often felt by domestic students

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towards from from international students due to differences in values and worldviews.

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Third is stereotype.

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So message students sometimes have stereotypes towards international students from different cultures and with different ethnic backgrounds.

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And fourth is intergroup anxiety.

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Some domestic students experience stress from linguistic and cultural incompetence as well as the stress from intercultural contact with international students.

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Fifth, is that cultural distance and cultural hierarchy are involved in shaping strootypes and intergroup anxiety.

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6. Is that Internet institutional arrangements may affect the sense of threats experienced by domestic students.

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There are positive outcomes as so as well as challenges experienced by domestic students, in their interactions with international students. The positive outcomes are like elevate the confidence of intercultural contact

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enhance intercultural competence and overcome Sto types.

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The challenges involve embarrassment in intercultural interactions, misunderstanding and conflict between domestic students and international students.

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And the second major impact of internationalization at home on domestic students is English as a median of instruction.

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There are reasons for domestic students to take Emi courses, for example. it's a required course. they have to take it or because of the characteristics of the programs, for example, is in English language programs. So most of the courses are taught in English

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and some domestic students. They want to take Emi courses for their future development.

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There are also reasons for not taking Emi courses.

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for example, students, English language, incompetence, workload and learning pressure instructors are English language, incompetence in effectiveness in learning, professional knowledge and instructors. Unequal treatment in class.

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Oh, sorry!

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The top-down Emi policies are often met with the preparedness of instructors and students which involves

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structures, instructors, lack of will.

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language, competence, and pedagogical skills in teaching Emi courses

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and students lack of language competency in effective learning. In Emi courses

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there are some strategies used by instructors and students in my courses.

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such as co-switching strategies.

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Adopted by instructors in teaching as well as by students in discussion. Also, the depth and scope of county knowledge delivered in class

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may be more limited.

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due to students or instructors. Limited English language, and English language competence.

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They are mixed.

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There are mixed learning experiences in Emi courses.

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The positive sites include increasing. I'm sorry the negative sites include increasing difficulty and workload due to language barriers in effective learning, a sense of frustration and discouragement

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and avoidance in classroom interaction. The positive sites involve improving language, competency, enhancing competitiveness and boosting self-confidence

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in conclusion, the study provides empirical evidence, in intergroup contact theory, even with institutional support into cultural contact without a shared goal, and inequality is difficult to generate positive and meaningful experience.

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Second, the study provides empirical evidence in initial, greatest right theory, realistic threats, symbolic threats, intergroup anxiety and negative stereotyping not only hinder intercultural contact, but also are likely to generate intercultural conflicts.

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Also, cultural distance and cultural hierarchy are likely to shape domestic students. Perception of threats from international students and result in differential intercultural contexts.

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Third.

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in group favoritism and homophily coupled with language incompetence, are likely to hinder students. Engagement in intercultural contact.

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Fourth, institutional arrangements for domestic students and international students work to encourage or discourage inter cultural contact on campus and shape the message students experience in internationalization at home.

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Lastly, our institutional support for both instructor and students are prerequisites in effective Emi practices. Thank you very much, and I look forward to your comments.

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Very good. Thank you.

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good afternoon, everyone. My name is Solo Roman. Actually, I'm not a doctor. I'm just studying for my master's degree in education in China. Normal University. Yeah. So it is my great, great honor to be here for sharing. Yeah. And today I would like to share several stories of some Chinese students, young Chinese student award in mainland China.

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And so what is a young Chinese students, a board. This is the education system in Milan, China. For most Chinese students they need to. Xprize Primary School, Junior High school, Senior high School and the university. Here is a normal process.

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and you know, in in minds of most Chinese people, University is the highest ideal of Of one's students life. So

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in order to achieve the highest ideal, they have paid a lot. So the group of young young students award coming to being.

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and most of them encountered some crisis in China, such as academic difficulties and satisfactory, so steady performance or steady pressure of a relatively large.

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So, instead of Undergoing a full education in China. They turned to the road of overseas study and choose to study Abroad halfway through.

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but some of them get success. So this, too, similarly contractionary result made me particularly curious about

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whether they are whether there are any special growth mechanisms that could be explored. So I did this research.

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actually.

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when we talk about, go aboard

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cross-culture. This words come into our mind immediately. In fact, many people have used cross-culture, adaptation or adjustment.

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in relevance researchers and the most influential ones are as flow. and

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they focus on costs, culture at at adaption, communication, learning and study of subjective motivation for study aboard, and the second one it shows us it mentioned the cross culture can be seen as a significant life event, and maybe bring people stimulating, challenging, confusing, and this a rating or aating.

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and Therefore what made me think further is

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young young Chinese students getting a board cannot be limited to to cause culture adaption, because for this relatively growing group they wisely, do not just be seen as as adapting for the adaptation.

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because I believe a very advanced growth drive grows drop behind it. And so I used the theory of educational discontinuity.

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These are There are a sudden discontinuous ones in one's life that cannot in any way be regarded as purely external, distraught, distraught, distraught.

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and because

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the this, this, this turn out as component, has financial significance, and it has a corresponding discontinuity of form, of education. And it's it's conclude, crisis encounter, a a Viking warning and a plane

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And similarly, some Chinese scholars said that in modern, in modern society almost all individual experience, culture, discontinuity in education to a very degree, and it not only bearers and certain risks, but also breaks possible helps.

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So I choose this 5 students as research objective. They, their best information. can be seen in the table.

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and they all went abroad in the middle or in the middle of

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General High School, Senior High school. For some reason, and in the process they need to reapp adapt to the foreign educational evaluation system, and through this system they finally enter the war. Famous universities.

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And I used the research method of psychological, psychological and tobal. an! And and interview this method to get some data.

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So if education is a road, I think it is a road from Chris to awaking a A A cross-country road, a road of educational, discontinuous, and some and some young students describe their road to study aboard as

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as a last result, and a choice made at crossroads. So the first part of my research is the crisis on the road of education.

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and in the middle of the road of going a broad education. Young students fund some crisis in their academic achievement and education system. Behind most of the crisis you can see the logic of

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a magic in imagined future sport as important behind it.

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like available education, predict predictable salary, and a wonderful future. That's the good university can provide them, and And also can bring some good results.

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and Coupled with the influence of uncertain factory in a life In life, planning host, heart Registration and personal carrier development have brought occurs with some and uncertainty to the original stable life trade as they sat here

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and

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There is us. I'm sorry.

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and there is a strong explanatory power behind the choice of educational road, like care of relatives and the relaxed learning environment make them think the road of a good environments. Make them think, Go aboard is the road on the road to the good environments.

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because the cost is felling and the financial rate of return is increasing. but the return is actually a possibility, because the cost they thought they could reduce was not in line with their expectation. So study award can be felt like a gamble.

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Yeah,

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and based on this. After that they may meet some cross-culture encounters like the lab

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forward culture integration.

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You know, the crisis has somehow sent them into the cross culture you you want us during this parrot numerous straters, counters come from physical condition. Religious belief, host, families, and so on. They begin the process of culture, adaptation, and the radial balance which is the project of making the individual's life more complete.

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and this, they they can actually, in this different environments, they can build a new themselves and different language really ship different personality as they side. So it's also give them more opportunity to be re-regrow to renew themselves.

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Based on this, they are actually the strong difference will cause their cultural awareness to grow. gradually, and the content carried over from Chinese education. Culture has a direct impact on their study. This is not only a positive copying

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strategy in a strange environment, but also communicate a communication deeply rooted in national culture and brought into the strategy strategy, environment such as they have become

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more suitable to the school life of examination and the rating and attending class that they received in China. And so they felt adapt and fate in this relatively free culture, environment of school.

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and after that and Under the cross culture background, the strategies of everything around make them the the original economic and emotional wells become more power, because

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that make the education receiving China gradually have the distance of time and space.

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so the the sense of factoring and the contradiction are filled with it. However, this does not lead to

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frustration on the road of growth that take this as the motivation to call a new life, because This first reflects in the psychological pressure, because 1 one student said, how they, they, their parents, have have never told her how much money they they earned.

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but even if they don't tell her he is, they'll feel and sure and

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and safe. So

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maybe it's too many things. And and also the moral feedback is not only on the economic level, but also on the emotional level. just a a day. They maybe church their emotion with their parents and pay more attention to their expectation.

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So maybe they they, instead of saying to have ambition goals, they actually just want to get A mission lighter that their parents can show off.

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So in addition to this, it is in the strong construct construct of different educational environments, especially after comparing with the local people's value on education. Young students are clear from the strong in print of Chinese education. Culture hadn't behind themselves in other country

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concept, and they actually they. They firmly believe, to find a new job, offend a good job and a stable job to study hardy high school, and some some some of them. Some of them think all of this can be seen as traditional id idea, hand down from from their ancestors.

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So after this discontinuous, discontinuous education suffered. By the students, they begin to have a sudden enlightenment and begin to move toward the the remoting their own lives.

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because some of them side growing up. It can be a moment

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so so they they. So the proposed of education is the areas people's sleeping self. conscious consumers from the deep of their life, and it can condition their

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human heart. so so it is. It is a whole gross. Of one student I show there.

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So when we when we so this is the row of them grows.

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So when look, look back of the Education road, it is a road that's acted like a chemical reagent, and because in the journey of education, the clamp from kindergarten to primary school, to university, and the and like Doctor Degree from or from one school to another. It's it's

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it's it's a it's produced the the continuity. And in the group have young Chinese students. The increased culture span make the problem of individual culture adaptation. happened.

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and it is also a road. We are all roadline to Roma, and also the road of education does not have to be a smooth road, especially beautiful student. It can be a road

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of discontinuous with bums and evens, but it must be a road that can allow students to get individual extension potential stimulation and and and return to the life growth. And that's all my presentation. Thank you very much

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that that we have. And

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Persia.

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Hello, everyone.

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Thank you, Professor Kent, forgive me giving me the opportunity. I will make it fast. So everyone here will be happy.

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Okay, my presentation today is about the multi-cultural education as social movement Al atoms from Indonesia.

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So I will begin with the with the elaboration of the question about multicultural education as a pathway for civility. Sorry.

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I begin with the questions of Toulouse and the long-lived from some very good different can we live together?

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Quality equal and different. I think this is an important sociological question to the century posed by Alan Turan. But

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in practice the world is still struggling with this problem, and, namely, how society can construct their own history to size a condition of life where people can live more fairly in various cultural group differences.

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multicultural education was created for that proposed, namely, to introduce existing social and cultural differences, so that people can get used to differences, understand other differences, and even foster broader social solidarity to create a civilized society.

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Thus there is a strong relationship between multicultural education and social movement and

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social chains.

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but as a global

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universal idea, social movement. So Multicultural education has not yet been accepted in Indonesia, due to the strong ethno-religious centrism in local communities, and also because of the government ambiguity.

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Some cases of multicultural education practices in Indonesia have become a form of a social movement to change the mindset of the community.

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About my research. My research was conducted in 2,022 at the three-secondary school at Pangandar, on West Java, at Medan, Westomatra, and Antip Jakarta, center of Java Indonesia, as they have practiced multicultural education that also reflect of movement from below.

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The research was carried out using a qualitative method with data collection technique through observation in school digital media, and in that interview with school principals, co-founders, teachers, and students.

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So

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I want to elaborate plasts about the multiculturality and interpolation. In Indonesia.

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At the city Indonesia is a multicultural country. There are more than 600 ethnicity with many different languages.

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The largest ethnic group is Japanese, and 2 intergroup issues with racial overtone that often erase are related to the relationship between what is often called pre bumi, or indigenous people.

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The Chinese descent and the pop ones.

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Both of these issues are intertwined with the construction of Indonesian history over time and then religion. There are 6 official recognized religion and other religion that are not officially recognized, including a large number of local belief groups.

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and then 87% are statistically recorded as Muslims, while the rest are Protestants cattle. Its Hindus, Buddhist, Confucian is local belief non affiliated, and so on.

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Issues they often erase, related to the religion include tension between fundamentalist Islamic group

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in one part, and modern Islamic groups, also minority, Islamic groups, and then other minority group religious groups and local belief groups in other parts related to religious freedoms, issues

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about gender and sexuality. Gender equality is still a major issue raised by the activists. Woman active activists especially.

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and women still often received discriminatory treatment in public and domestic spaces.

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and also about the LGBT people, are often discriminated, discriminated, and persecuted.

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So how about the relation about the relationship between multiculturality, State ideology and education in Indonesia.

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the third principle of an initiative ideologies Panchasila, this 5 pillars, Ritz, Persatoan, Indonesia, or the unit in of Indonesia.

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which reflects in a nation's motorbineka to Malika, or unity in diversity.

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And our second principle is Kamanishiana Adul embarrassed a just and civilized humanity which want to say that Indonesia reject all forms of discrimination and alcohol's civility.

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But the concept of multicultural education does not exist in Indonesian policy.

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but in editing in education curriculum, since elementary school is start the subject of

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our education for pantasilla and citizenship education.

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But however, data shows that discrimination against minority group still occurs until now that that also shows that the school are also often the entire crown for discrimination against minority group.

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So about my research.

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how the school practicing multicultural education as social movement.

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I a

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give this objective about the social change to civilize society. So the multicultural education in the schools that I research have an objective

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to change the society from the intolerance to tolerant society. from the discriminated to nondiscriminated society, from conflictual society to

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and this and this integration to peace, society and social integration, and then from also to cultivating social solidarity.

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the element of social movement in multicultural education. A.

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I could analyze

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with the concept of conflict relation a.

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In this

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movement. So there are a conflict between a multicultural school

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and the society, the dominant at no religious centrist and perspective. and also they make also the resource mobilization, especially with networks.

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with financial support and politics, political support. And then also the campaign for multicultural perspective fear, media, social media books, publication, and also

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even a

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events, a public discussion, seminar and art

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events. I will. oh, sorry!

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So you can.

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We will watch this very quicker

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and

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video, I think so you have. We'll have the night

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cult eradication in.

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And once we find that up

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Indonesia. okay?

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And my last.

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So this is my last conclusion.

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So when confronted with ethnology, centrism at the local level, the ideal and practice of multicultural education seems to have to adjust as social movement to further impact to the social things. Thank you.

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Time for 2. I never even one thing here, because.

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 good afternoon everyone.

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my name is adita and I'm here to talk to you about the new education policy. 2020 of the Government of India. I do not have a Ppt.

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and I speak to you as a sociologist.

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I told the strong Indian contingent that if they want to come to listen to my presentation, they should come to listen as a sociologist, and not either as a supporter or the critique

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of the current government who implemented this. I speak to you as a sociologist train in India

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and in Canada. in the Faculty of education at Miguel and Ubc.

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 I will be talking about a couple of things.

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First is a policy reading of the document.

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then a critical discourse, analysis of the policy

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thereafter.

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what I call

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charisma analysis of all the articles published

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around any. P. 2020,

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then we will have what I call because it is so broad, then we need to narrow it down. So we will have what we call the social media metrics, because I do a lot of computational social science. So we tend to use this metrics to analyze and see what other trends. And finally, I'll bring to your attention, the implementation of the new education policy that is done in my Institute, the Indian State of Technology in partner, how it is

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operational at the policy level. So if you read this document

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this is a single, most important document, as I told you, which is the potential to save the future of edge. Anything that will happen in the education system in India. It is. It is not out of the blue, it has its own pedigree. That is the education policy of 1,968, the Qatari Commission, and all this that was done during the Congress Government. But it has substantial changes, although

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although there has been a lot of disputes and discussions, but it has done few things at the policy level which will bring in the catchment, especially in terms of early child education. Earlier we had the 10 plus 2 system but now we have what is called

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you know, es early child, education and care. So instead of age 6, they have the anger and the day care system kind of a thing.

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they have a policy which is about learning in the mother term, in different provinces. Then they have policies which allow students to go in and out of the system. so in a way, it is. It is a fair bit of different

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now. that is, that is how how we do. you know, policy analysis, policy identification of the problem agenda setting policy formulation, which is the policy policy, adaptation, policy, implementation and then evaluation. So some of us who straightway go into policy evaluation, some, maybe we are missing the point of how the promise of the policy is in terms of implementation in different institutions

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in terms of how they adopt and how it is translated, instead of just judging it beforehand, whether it is the policy of the current government or not the current government. So that was point one about policy analysis. If you do a discourse analysis in terms of what is the need of the context. We have few things. For instance, if you look at how

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it promises to

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encourage people to adopt. you know, mother tongue. But what is the mother term? India is a country which is multilingual mother tongue. Say, for instance, in the province that I come from may be Hindi, but there are other languages which are co-opted. Secondly, drawing from board you in many

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underprivileged community, where education is thing as a vehicle for social change learning English at an earlier stage, and going to a to to further in that, with the cultural capital is assumed to be very, very important. So this, this might. Something may look like written watch diversity in subject choice that one can choose different subjects, and at very early

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seems very, very good. But then it it there is a catch of. If you look at the kind of situation that is there in India, with so much underprivileges, India stages very levels, you know, rich upper class, the Ambanis and the Adanis. Then there is a struggling middle class expanding middle class which tries to create its own pathway. And then there is a whole lot of underprivileged India. This

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choice of subject might create early exit, as I told you, even reading the policy, and if we do. An understanding of what is called M. E. S. Multiple entry and exit

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in a higher education similar things might happen where the allocation of the budget, especially in higher education, is little. And the concern for privatization and and and globalization, you know, in trying to connect with the global budget cut. And and you know, emphasis on more privatization, more like the American school. And I've been thinking through it, which is which is why I I still call it a working paper, and not finalizing what is the role of the state

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oligarchical system? The universities? So a critical reading drawing from Lawben felt the critical discourse, and artists suggest that it is. It is a.

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It is still a work in progress, and I don't want to be very critical, but it seems that The question of inclusion of a larger majority of the populace will be something which this policy will have to be careful about.

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Now, what I did is I did a meta analysis what what we call prisma drawing from all the articles that has been published on any P. By Indians scholars. Some were published as the article was come, as the policy was coming out, and they have been either critical or very supportive. But again, as I said, it is, it is from the standpoint of the ideology that you support.

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very few articles from tart instead of social sciences, and of, again, Indiana admissions working abroad, who have done a qualitative or a quantitative study or drawing from Ns. Or data. They say that school education will will probably have a a better catchment, a catch in an early.

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It will lead to what we what is called indigenisation of the Indian system, and this is the reason I send it to this panel because there is an there is an attempt of intergeneration. There is a scholar, American scholar, writing about it, which will happen at 2 levels. One is the the, the the earlier ancient Hindu traditions, and the other is offering it to the.

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to the numerous indigenous tribal communities, their system of education re reinforcing their system of education. But again, there is a little catch presently reading from a standpoint of discourse analysis that what about the Muslim majority or or you know, 12% or so we don't call them minorities. 12% is not a minority and other groups. The 6

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and higher education is in a very difficult situation, where, because the State is not able to fulfill its promise. Therefore the the attempt is to bring in private players, into which again, sort of creates a situation

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where you know. only those who have the means can afford, and those who who are struggling may have difficulty. So higher education is, is a very, very great idea. We talk about including the visions of Al Kalamaz, Jazz, and Hakma Gandhi. But here is a catch where the public good is only available

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to be used by a select majority who has the means.

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So as a, as you know, policy reading, critical discourse, analysis, meta analysis. And and then I then, as I said, we, we did what we call social media metrics. That is where I was very, very happy to look at the trends

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the way it was tweeted in in and and written different blocks we compiled. And we run through this software. And we find this, this, this there can't be any other policy document in India which is so much debated, and there are people who has a lot of aspirations from this. There are people who are very critical

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and sort of walking a middle ground. we see that the media is only raising hope, and over a period of time those who are more pro it have been able to silence the voice of the other.

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which, which in a way wants to have inclusions, as is as its major practice finally and in tune with time from the Institute that I am. You know, for instance, Iits and the Ims in the Institute of Technology and the Institute of Management are the flag bearers of Indian education system, but the kind of education they produce.

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I'm a migration scholar. I work at the interface of migration education. We have a big amount of what we call brain drain from India, you know, learning in India in India's best and going to America. And you know, serving the American Software Company, or, as one scholar says, that iits are very, very good

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factories, which

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you know produces trained label workforce.

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who goes and work in the factories created by the American corporations. So in the it system, what is happening? There is a lot of lot of debate, you know. Even yesterday at night I was in a in a meeting for for a course, evaluation and and and in the course evaluation

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I am on record. In course, evaluation. We are being asked to. you know, add and subtract things, and there's a lot of difficulty in there, for instance.

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one senior scholar who was my teacher as well, and I I teach a course on Indian society to to undergraduate students. And I've been asked to to remove that that scholar. So text from in there. And and I I I don't know who else has done a better job in talking about family marriage and kinship than this this scholar.

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So I've been told that look for something else, and thereafter, you know, either include

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you know certain things which has a little you know, indigenous, and indigenity is very, very important. Decolonization is very important. We need to have such epistemological basis, which breaks the hegemony of of the powerful elite. But in trying to do that, we, we can't have a system where we replace with another hegemonic power blocks and and not have institutions where people have space

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to talk and to be who they are. Whether it is people of certain caste. Caste is very important in India class ethnicity, religion. So

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you know. very, very a difficult situation there, and especially with the kind, of course, revision that is done done being done, and I talked to my other colleagues in different Iit, and I Ams.

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and some of my senior colleagues have said, Go this way. This is the way to survive in the Academy at this point of time, and let us hope that it is not going to be very, very difficult, and probably this public good that is education

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is for the public and not for You know a select few who who who have a vested interest in running from a particular standpoint and training only certain group of people. So thank you very much. I'll keep it short. And maybe we'll have more time to to to discuss.

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Thank you.

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Okay?

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So we have a. Our next presenter is from Hong Kong, where now it's on line for face. Alum. Yeah.

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Beatrice Oi-yeung LAM: Good morning. Yeah. This is good. Good. Good. Good afternoon. Sorry. Yeah. So you have about 15 min. Okay?

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So it's very funny to think about the global nose and the south kind of yeah.

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the diversity issue. So, Chris, yeah, you have about 50 min. Okay, I'll give you a sign. Can you assess? About

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30 min. I'll give you 2, 2 more minutes. Okay, thank you.

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Beatrice Oi-yeung LAM: Thank you. Chair. And good afternoon chair and good afternoon audience. And today I'm very pleased to have this opportunity to present a paper on Athlete Minorities education in Hong Kong, and I'm presenting with my co-presenter

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Beatrice Oi-yeung LAM: Dr. Hayes Tank. So This is how I will run through on the presentation. I will first describe a little bit about the context of

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Beatrice Oi-yeung LAM: ethnic minorities in Hong Kong, and then we will a very briefly what I am, Michael Presenter has observed in the relevant literature, so the core part of this presentation will be the reflections we made on this literature, and then I will pass the mind to what the tang, and he will explain that the politics underlying the knowledge production about everything minorities, education

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Beatrice Oi-yeung LAM: now in Hong Kong. we have over a 7 million people in the total population, and less than 10% of those population, I think minorities. So for your information, I think minorities

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Beatrice Oi-yeung LAM: defined as those who are not Chinese or who do not speak Chinese. But actually, in the context of this presentation 250,

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Beatrice Oi-yeung LAM: and in the context of education policy, whenever we talk about everything minorities, they actually refer to Sal Asians. And I will explain a little bit more now. You will see that. if you take into account all on Chinese ethnicities. It seems that there is no problem with the education, but actually, the diversity in attainment among different ethnicities is very great.

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Beatrice Oi-yeung LAM: and you will see here some statistics about the different ethnicities in Hong Kong who can go into a sense of statistics. And it is the South Asians that I'm going to focus on, because they are usually the group that are considered to be minorities, especially in education.

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Beatrice Oi-yeung LAM: And there are some things I would like to draw attention to as well. For instance, at South Asian, as a group of ethnic minorities are drawing increasing attention in the society because, they are a relatively young group. Okay? Compared with the total population.

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Beatrice Oi-yeung LAM: and at the same time you can see that the percentage for them to be able to speak and read Chinese speak. Cantonese is a relatively low when compared to the total population, and that actually is one commonly cited reason why they are disadvantage in education.

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Beatrice Oi-yeung LAM: Now, at the same time. you will. at the same time. I will also cover some information about what policy we have for for ethnic minorities. Now.

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Beatrice Oi-yeung LAM: 2,009, and also worse. We have this racial discrimination ordinance, which supposedly a protect people from all kinds of discrimination. And it's based on race which according to what equal opportunities commission can mean that raise color, this, and etc. But again, I will come back to this point later about why, the thing, the the situation is more complicated than this

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Beatrice Oi-yeung LAM: now, so how about policy on the education in particular, for ethnic minorities? Now, first of all, We used to a segregate them from the mainstream students, the mainstream meaning Chinese, a local Chinese. But this was this, for cooperation has a at the segregation policy has been installed after 2,004, and a lot of literature has come up after that.

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Beatrice Oi-yeung LAM: And at the same time we have government funding supporting schools that take in more, I think, minority students. And this is particularly important for the survival of a low lower bending lower level working class schools when we have a declining birth rate. If it gives an opportunity for researchers to look into as the minorities education in mainstream schools, and at the same time

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Beatrice Oi-yeung LAM: in a general curriculum. in the liberal studies which has been revamped just recently, it used to have this component that allows the teaching learning of diversity. So this is in support of the General government stands that we need to support everything minorities, education. Now. So what are the key concerns in the literature on the ethnic minorities now?

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Beatrice Oi-yeung LAM: Now you will see that the constants are very similar to what? your American sociologist education address. So I will skip this part. And so the key concerns is that discrimination? institutional. There are barriers that is more than a speak, being able to speak Kennedy's or this application doesn't solve all problems.

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Beatrice Oi-yeung LAM: The issue of our home school collaboration. How I think we already students experience scholing, and a a large bunch of literature is on teachers training. They also tell you about the flavor of sociology, of education in Hong Kong. A lot of the literature actually comes from education practitioners and educational studies rather than sociology itself.

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Beatrice Oi-yeung LAM: Now, at the same time. we observed that there is a an increasing, a popularity of for quality methods in particular, participatory methods and ethnographies, seeking to assert the perspectives of as the minorities themselves now. And the implications are multiple, including a training for teachers in the culturalism and other institutional changes.

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Beatrice Oi-yeung LAM: Now, that's the core part of what we are going to say. That is, The literature seems to be what you expect in the the kind of literature that you see about, I think, minorities education. But we actually, we would like to focus on some of the more problematic side of this literature. Not that the litigation problem it itself. But there is something missing

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Beatrice Oi-yeung LAM: there, and that tells us something more complicated about the politics of identity and ethnicities in Hong Kong. First of all, when we address a diversity in Hong Kong textbooks, a liberal study is correct alone. Our researchers have already pointed out that this promotion of diversity actually tends to homogenize and stereotype everything minorities. Further

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Beatrice Oi-yeung LAM: and at the same time we need to bear in mind that Hong Kong has been promoting itself as a world city. So these the global aspirations of the city. So talking about diversity, actually X currency to this branding. But actually in the broader contacts. Hong Kong government has a long history of a not

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Beatrice Oi-yeung LAM: dealing with this. The cultural diversity issue the emphasis on, I think minorities boosting their economic productivity. And at the same time there is also a small bunch of literature talking about how this language of diversity is being mobilized by middle class parents and also higher education institutions for the sake of a promoting their global aspirations rather than the interest and needs of ethnic minorities.

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Beatrice Oi-yeung LAM: and at the same time we need to talk about the easy of race that is in Hong Kong. This is range observation in this literature. That race is not often the focus. the thing is that.

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Beatrice Oi-yeung LAM: what? Ha! What research is a point at all is that the racialization is actually quite pervasive. That is, whenever we think about minorities, we think about salvations, and they have a problem in education. This actually contributes to racialize this group further. But this is This is not often directly addressed in the literature that I have on

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Beatrice Oi-yeung LAM: also cover, and at the same time, as you can see, logo, the way home from people think about social divisions. 10 more to talk about race in. Instead, they talk about local versus one local.

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Beatrice Oi-yeung LAM: So this reflex came for the landscape of identity. I did politics. But what this also means that race become invisible. The power relations between the Chinese and the salvation become invisible, and at the same time, because,

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Beatrice Oi-yeung LAM: the wh. What it what it means by local. Actually, it's all already in flux. It actually means that a low local Chinese and the product society itself actually have a very obscure understanding of what race actually means in Hong Kong society meeting that they understand discrimination quite differently from South Asians

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Beatrice Oi-yeung LAM: mit Ctl. And and at the same time the common assumption that South Asian students have something lacking in themselves, they contribute to the disadvantage. It's still very pervasive, despite the literature and the policy changes that I have described 150,

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Beatrice Oi-yeung LAM: and of course, because, as I said, what it means to be a Hong Kong person as a kind of identity has been in flux or in the remaking in the past a 10 or 20 years because of the changing relations between

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Beatrice Oi-yeung LAM: Hong Kong and the mainland China, and also the global contacts. And so when this local subjectivity is in flux, it becomes even more difficult to address that as a minorities or how it is relevant to all this, the base that is so we are dealing with a Hong Kong identity at the local, national and global level. Very often the issue of as the minorities becomes

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Beatrice Oi-yeung LAM: something like you want to mention, just because you want to show Hong Kong is cosmopolitan or multicultural, and so the real issues of the minorities. Education is again obscure. So there are some reflections here that is, is the literature adopting multiculturalism along the lines of a Western or euro American Liberal democratic society.

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Beatrice Oi-yeung LAM: And what will be the limitations of this? And by now I will pass the my to what at the time, Michael Presenter, who will explain more about the underlying politics of this academic knowledge. Reduction of ethnic minorities in Hong Kong.

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Thank you. You only have about 5 more minutes. Okay, sorry.

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Hayes Tang: Thank you. Thank you. Chair, and thank you.

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Hayes Tang: So I have a few slides to conclude this shop presentation so to summarize what? We have this cover from the miniature review, and upon the profile refraction, we have as partners in high education and sociologists of education. we, we. I want to argue that Hong Kong, in fact, is a very interesting case with the tan, could you have a whole screen?

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Hayes Tang: yeah, at the point. Yeah, the powerpoint.

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Hayes Tang: Yeah. Can you see me the screen now?

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Hayes Tang: Yeah. But it's just yeah.

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Hayes Tang: About now.

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Hayes Tang: is it nice? Now. every beaker?

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Hmm.

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Hayes Tang: I will.

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Hayes Tang: How about you?

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Hayes Tang: Hmm, yeah. Good. Oh, okay. I'm I'm sorry. I thank you. Thank you for the it's possible. Yeah, well, you can be the picture and the phones. you know, a key. Right? So yeah, Hong Kong is a very interesting case to properly high the, the framework of global north and global South. And it's very hard for us to understand or categorize either

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Hayes Tang: global north location of global South, especially with one to make sense

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Hayes Tang: capacity of ethnic minority education in this city, this Chinese city.

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Hayes Tang: And for as as for Hong Kong. We understand this under tremendous change and the knowledge of of it. Knowledge about it is still evolving and and changing in changing politics and in thinking world order.

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Hayes Tang: So we argue that a Hong Kong is not a trick for the case of global South

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Hayes Tang: that produces a large emerging out of anti-communal new struggles. So by many efficiencies we cannot see Hong Kong is in in the trend of being anti, Colonial or yeah, to have any any colonial movement as such.

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Hayes Tang: so in summer we we can see. we we we want to understand. the diversity, these courses and knowledge protection in sociology about Hong Kong's ethnic minorities education.

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Hayes Tang: we want to categorize into 3 main domain. And each of these domains. we can see. there are inferences either from corporate, north and global South, and also there in a great capacity.

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Hayes Tang: First of all, as Beatrice has nicely reviewed the literature. As for the academic knowledge of production we see that our global law has very great inference and dominance in forming and shaping that kind of academic knowledge which a lot of school teachers will use that as references

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Hayes Tang: in their classroom teaching especially. And and, as you know, Hong Kong universities are working on the world class university ranking so that kind of academic view deeper. This or entrepreneurialism would make the case of academic knowledge not very genuine in understanding the real life of ethnic minority, education or what I'm up to understand them.

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Hayes Tang: and other source of these courses and knowledge production we can see it from free as best of policy discourses. First of all, is the Hong Kong government process as being as nicely shared.

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Hayes Tang: Hong Kong is largely at the University, our Asian global city as such. and it it was a pro project. a lot of the liberal value to maintain Hong Kong competitive. This in the global competition

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Hayes Tang: and not the emerging source of policy discourses, we expect the mainland, China's multi-ethnic framework. When China has 56 different ethnicities, and that kind of unity. among yeah, diversity would be the emerging framework which may affect our knowledge, production and policy disc. This on call.

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Hayes Tang: And after all, global citizenship is also very important, especially in school center, and that kind of universal values of diversity and inclusion will be important

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Hayes Tang: in in the affecting the diversity discourses and sociological

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Hayes Tang: academic production and policy. These courses we can see they have different inferences on the real everyday interaction, and also media discounts in Hong Kong.

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Hayes Tang: So what we want to suggest is we may want to work. Tools associated with education of, I think, minorities in Hong Kong are creating new contest, and that kind of new contest is to promote a more decentralized it liberate and democratic contest

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Hayes Tang: for proming open dialogue and collective imaginations, because we know there are lots of blind spots and a lot of unknown knowledge which one to explore. So by making this as that we as this face and using the methodology of ethnography.

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Hayes Tang: I think, that would be helpful, while researcher would be conscious and aware of of their personality. and after all, we want to discover different meetings and democratic knowledge about the difficult term, what is raised in Hong Kong.

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Hayes Tang: After all, we want to understand from diverse voices concerning diversity, inclusion, citizenship, global citizenship. So that's basically what we want to imply on from our literature, review and refraction. So thank you very much.

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Thank you. Professor Town alum. Wonderful a presentation about go beyond the global notes. And so, thank you.

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Yeah, maybe you stay up there. We have some Q&A. By the end of that. Okay, thank you. Professor Long. And Tom, do we have the professor, Lynn? Only? No.

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we did not have a professor in. Yeah.

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is it.

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Professor Lin? Hello.

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no.

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Maybe we said, maybe we'll go to the next one. We go to the professor, John, for your presentation, and when we are there, Professor Lynn, by the end. Okay.

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are here. Just been.

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good afternoon.

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The topic of my research is about.

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okay, could you hear my voice? It's okay. Yeah.

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Thank you. It's carrying for you. Okay?

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that's as far again. Okay, good afternoon. the topic of my research is about the experience of and some non-indition teachers. in the layer culture competency in an individual school in Taiwan.

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So first let's see the background of indigenous peoples. In Taiwan.

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Hawaii is home to a diversico-jo landscape, and indigenous population Indian people belong to the Austrian nation, languages being derived, and Taiwanese indigent people have inhabited the island for thousands of years. Long before the arrival of the Han Chinese settlers.

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and the population comprise About 16 ethnic groups, and it you have, each with its the single language. It costs the traditions

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and into the population, because you are only around about 2%.

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So historically, as we know in some people have faced social coach and education in equality. Many efforts, however, many efforts have been made in recent decades to Re to recognize the Amtra mode. Indigenous arise, like the revitalization and cultural heritage, preservation

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and the education out for indoor people.

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the it officially implemented in 1998, in Taiwan, or from that and Asian people have the subjectivity of indigenous education and supports the establishment of individual schools based on indigenous people knowledge.

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Now in Taiwan there are 38 indigenous experiment schools of this school, located in traditional, indigenous areas characterized by their historian roots and cultural, unnecessary. But actually many are in multi-afenian neighborhoods, where in the Junipimbo and Han Chinese people to exist

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so many teachers, and these schools are hand Chinese. Therefore it is a crucial to develop this teacher in digital and cultural competence.

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Therefore the objectives of the study. Try to explore this teacher's interference in a typical and or operated individual experimental, elementary school to understand their developmental process of the cultural competence and the factors facilitating their development.

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The theoretical basis of the research is based on the developmental model of intercultural sensitive by Bennett

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in this model.

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in the cultural, so sensitivity. Consider of assisting. sorry. 6 different stages of this data include the mile defense, minimization, acceptance, adaptation and integration.

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These are some simple explanation about this model, as you can see. So from the ethnoscentry to the ethno-related, there are 6 stages.

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So my research was conducted in 2,021. It's a The case study school was an ordinary school originally, and transformed into an experimental school about 6 years ago, and 80% of the students are indigenous, but 2 thirds of the teachers were non-indigenous.

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There were 4 other and digital assistant teachers who had individual language certificated, but they did not have diplomats of education, and they work together to help these full-time teacher to design and practice cultural curriculum

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fruit. No indigenous teachers in a school participating in the research. These 4 non indigenous teachers have worked in the school for advisor over 5 years. They all adapt well in the school, and were, and were highly accounted for their teaching.

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the research conducted to feel more interviewed with each other, each person, and some for informal interviews, and also I can the one year participant observation in the school.

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So these are findings. The first, the first part of finding is about this featured developmental process of cultural content.

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First

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the teachers were in the first stage acceptance. It's the first stage of Avenue relatives in actually, in the beginning of their working career, and they showed up a vast curiosity under his back. The thought in digital culture?

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They have. they have different reasons, some because of their personal interests, some because of their culture majors Or their actually lived, or previous. teaching experience, or The multicultural environmental in Taiwan.

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So let's see the song interviewed, for example, one of the teachers said, when I first started teaching as a substitute, I had the opportunity to work in indigenous communities and immersed myself in various cultures. I give a strong affinity for them.

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A novel teacher also said, I enjoyed teaching, and many years ago, in our school, while teaching math. Next, I noticed that students were having difficulty understand mathematics.

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and I believe Nevada should be connected to students in real life, so as a student how to express numbers in the languages, and suddenly and She said that It was as if Students that I suddenly focused, and they began to comprehend.

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and I feel delighted myself.

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Second column's good transfer into an environmental school. The teacher were gradually approached in the fifth stage adaptation, the learn individual knowledge and philosophical development and pre- period with individual colleagues and elders in the tribe.

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and they try to see and explore the world

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through individual people's personality, but and try to make curriculum and instruction no changes, and finally transform the curriculum and institution based on in the digital knowledge.

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This Some of the interviews, but actually in the beginning, as the of the interview, that the teachers were insecure, worried, and and

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as well. My teacher said, I enjoy and appreciate the indigenous culture. But that doesn't mean I can teach in digital culture or integrated into the curriculum.

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And another teacher also said, as a non-indictional person. When I expressed opinions, others might initially see the identity person. Not your opinion.

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So it's the picking it. However, the situation got better and better because of a collaboration among these teachers.

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So one of the teachers said, we spent nearly a whole year a Kangari field research in the tribe reading literature. Oh, we find the left. Ok.

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like my threat. That's better. Okay? So they collaborate together. And they also found that this covered better cultural heritage about the transformation of customs and values within the rooms of everyday life, including food, clothing, shelter, and lifestyle, etc.

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And third, after many years, the hard working together, these teachers were gradually approaching the final stage integration with the long-term support from the administrative system, and they established substantial and trusting trust in partnership with indigenous kids and elders. in the community.

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and one of a teacher of the Of the!

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And she said it was a commune by various taboos, and emphasized the pure body, and so on. Therefore we taught the scientific knowledge and techniques are brilliant, but also those then to learn to observe, to charity the wave. Vol. The transmeration of new land. The process reflected. Our own drills of transformation, just like the growth of the millet.

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Also this process Gave the the teacher as some refraction when the teacher said, even though the process was a little bit tiring. It was scary! But finally she realized that she was very happy with the Council improvement in her her teaching.

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and the other Teacher also mentioned that teachers from different identity, the backgrounds and ethnicity can incorporate their own efficiency, ethnicity, and kitchen experiences from elsewhere to truly embrace multiculturalism, and it will burden their students perspective.

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 then, the second part of my findings about the factors and facilitating teacher and cultural confidence in my research that I found at least the 4 important factors. The first is the institution support based on the Go provision, the legislation to confirm the legitimacy of experiments, glue and provide support in items of assistant teacher, manpower and funding.

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And the second factor is the come to school partnership. And there's this partnership establishing closer collaboration with the community creates cultural safety environmental. For of the staff member and students.

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And the third one is a but rational div of teachers and non-inditional teachers are empowered and teachers turn over. Rate is low

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on the final factor. I think it's a very basic importance. It's a part of the issue of not least a non-indigenous

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teachers to world and multiculturalism and education. These teachers are open-minded, willing to explore different culture and focus on on student learning.

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So this is my conclusion. From my reserve we can see that the teachers experience the process from acceptance, adaptation and to integration.

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be the cultural master in the school, and to the long-term accumulation for them to develop cultural competency.

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And they create a the mother because you have for individual students. A can make a success and indigenous identity

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against the racial boundaries through culturally responsible category. Therefore, developing co-chair competencies. So non indigenous. Student non indigenous teachers is also oppressed of teaching to transgress in in digital education. Thank you for listening.

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Thank you.

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Very good.

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This one.

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Okay. is Professor lane online on to present.

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Hmm.

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okay, maybe. Yeah.

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we set the time for the Q&A, I think it'll be okay. Yeah, we still have about 20 min. So.

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yeah, we

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okay, every presenter will like to go in the front desk. Yeah, in the table.

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That will be here. Okay.

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yeah.

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Thank you.

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We have about 20 min, and, thanks for the

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the last presenter did not show up, so we still have some time. We can really think about something related to the presentation for today. Okay, anyone want to rest some questions, maybe we can, because we still have some

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yeah participants online. So it would be better to go to the microphone layer. Okay, anyone want to

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with some questions.

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Okay, priests.

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Yes. Have a sit with this micron. Yeah, it feels more relaxed.

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01:28:14.640 --> 01:28:41.220
right Thanks. So much for the wonderful and impressive presentation, for from all the speakers, and my name is Yulie. I'm from the University of Adelaide, Australia. And for this question I would like to address it to the speakers from Indonesia. I also study about Indonesia in the in my current research

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in the same, probably our our topic are intertwined. and what I'd like to say that I love your your presentation highlight, that the failures about Pantasilla, amid the tense society of an antagonistic society of Indonesian society to diversity.

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But my data found that there are lots of challenges around the Pancasila to be implemented in a practical way of life.

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and it is such a you know, a Fraser, hearing that some of the schools of Indonesia have been adopted multicultural educations.

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So what I'm going to ask is is what motivates them to be? you know, participated in multicultural education, because it's not an integral, a policy from from the Indonesian government. And then, yeah, because because I studied this social movements. I found many social movement outside the school context. But it's very difficult to be implemented in a formal curriculum.

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So what? What? What makes them to be informed? So we can, you know, like, adopt it. You know, different contexts make adaptation. yeah, kind of things like that. And the second one is during the implementation. What challenges you find from the implementation of the multicultural education. So we can significantly, or probably identify.

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01:30:12.610 --> 01:30:23.360
or getting a, you know, foreseen information about what? What might the challenges during the implementation? Thank you. Okay, 2 questions from Ruth for Lucy. And do you want to answer first.

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01:30:25.350 --> 01:30:28.929
yeah, please, yeah, you need to use a microphone. Sorry about that.

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Thank you, Miss Julie, for the questions.

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I cannot.

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not, because this is not working.

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but what I just remembered. Your question is about the first is about the

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and then the second is the body challenge. Okay.

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the motivation.

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When I

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went to the field.

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I have an interview with the founders of the schools. 3 schools.

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and

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 Mostly the founder.

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with There are activists also in the.

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in their surrounding society.

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And 1, 2. A has this

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perspective of multiculturalism.

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and they have so many challenges.

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Face the society

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because of the

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dominant perspective of society.

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 mostly

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ethnicism.

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So at no religious centres.

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 several areas, for example, in in A

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and in Madan, for example.

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 they have the challenge for the from the

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 Several

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fundamentalist group.

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a fundamentalist religion group in.

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They want to close

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the school, the school, even the school.

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and also

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the challenge from the curriculum itself.

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because

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they do not

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contain the curriculum do not contain.

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 the the what is what we call  It's yeah. The subject of multiculturalism.

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but all. But there is a about the pneumonia ika unity in diversity, but not multiculturalism.

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and also dramatic culturalism is

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not mainly not about the curriculum, or we can study just in in the courses, but, in fact, in hidden curriculum.

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So it's It's a

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I think they have

482
01:33:40.110 --> 01:33:45.540
their perspective about the important to a practic

483
01:33:46.040 --> 01:33:48.000
to practice the

484
01:33:48.820 --> 01:34:00.960
multiculturalism in the hidden curriculum. And a lot of school do not have that that perspective. Thank you. Okay? Yeah. I also mentioned I also, for let

485
01:34:01.050 --> 01:34:24.290
through your presentation, you mentioned a lot, but did not have you mentioned about the idea of cast. And also I I know that Indonesia have something related to, maybe Muslim and other things. So religion will become a a huge part. So maybe think about it. Okay, we can set 2 more questions and then have some vib. Okay, please come to the microphone. Sorry about that.

486
01:34:28.890 --> 01:34:41.239
Good morning. Your good afternoon. I'm Phi Phd. Student from Nationwide University, and I have a comment and question for our last speakers like Dr. John.

487
01:34:41.240 --> 01:35:05.030
Actually I want to say, I'm very touched, because before my Ph program I was I was a hand Chinese elementary teacher serve in an indigenous elementary school. So I just I just feel like you'd describe my life story. Very well. So I so you you really may be very, you know. So your presentation is really impressive to me.

488
01:35:05.030 --> 01:35:18.070
So here I want to explore your study more. That's when this now indigenous teacher was affects by the indigenous.

489
01:35:18.070 --> 01:35:23.980
the whole indigenous environment. There also affect the indigenous communities

490
01:35:24.000 --> 01:35:44.429
to just like at the most experimental, indigenous school are in the rural communities in Taiwan. So I want to. whether it is not. What's the effect? Or how the non indigenous teachers affect the indigenous community. Instead, when they come into the rural area.

491
01:35:45.010 --> 01:36:04.259
we let how to destroy the culture or like, get something new in this community. It's better together. So that's how how I wonders that that's what I want to thank you. Okay, thank you. And this first one we set for another one, any 1 one to X for the other panelist.

492
01:36:04.260 --> 01:36:15.459
Yeah, the the first one is about the 9. It is teachers how to affect the local community. The second one, anyone want to rest some question to other panelists?

493
01:36:19.230 --> 01:36:23.210
No, no, okay. Maybe the Professor John will like to.

494
01:36:26.040 --> 01:36:31.800
Ok, thank you for your question, and it's a great

495
01:36:32.990 --> 01:36:36.440
having to have your question. And the

496
01:36:37.410 --> 01:37:00.400
I'll let me make an example about one of the about being a Turing bitterness. In the inner community there are a lot of aorders, and they were true in Vietnamese. So there is a class like design about the the topic, or this about the true and Vietnamese

497
01:37:00.410 --> 01:37:03.009
and the teachers. Well.

498
01:37:03.280 --> 01:37:11.340
as a list we will discuss with students, students, and label, discount. It's chewing bit or not

499
01:37:11.340 --> 01:37:25.969
tradition, and they bring literature and do interviews in the tribe as interviews on elders and teachers and students will finally find that trivial is not primarily

500
01:37:25.970 --> 01:37:49.680
for consuming every day. Actually, you really have very significant cultural meanings. And it's a very important in some ratios. However, it's not for any consuming, so they will go back to the problem about people's health, because to be the know that we will cause cancer. So

501
01:37:49.680 --> 01:38:06.509
I have the discussion. As you don't, a teacher will find that, of course, the we think we'll pay attention to. We think that the it's a it's a cultural significance. But actually, in everyday life it makes, it even comes, comes in to measure. It's not good for your help, and

502
01:38:06.510 --> 01:38:23.999
so a students will learn in a school, and they will go back to their family to discuss and with their parents. I think this is one of the exact impacts of the community. But I

503
01:38:24.000 --> 01:38:41.610
I think, that's good, because people with a different personality that will come locate in the school. So I think school is also the foreground. So the communication of different cultural opinions and perspective. Thank you.

504
01:38:42.100 --> 01:38:45.009
Okay, thanks for a feedback, any others.

505
01:38:46.090 --> 01:38:48.810
Yeah. Priests.

506
01:38:53.070 --> 01:39:17.519
Yeah, thank you. For the second opportunity. I just like what to address my question to the whole, I really want to hear the context from different countries that we face in the yeah in today's situation. So I would like to ask about what is the updated situation in different contexts from the presenters.

507
01:39:17.520 --> 01:39:29.460
The original attachment about the the contribution of social research that we are conducted in academia to inform and to pursue the 2 policy

508
01:39:30.068 --> 01:39:53.200
perspective in different countries. Thank you. Well, very good one. This will be the one I want to do by the end by you. If you say that for me, thanks a lot. Yeah. So how can we? Maybe we said this one for our final one. X. All the panelists to provide, maybe one minutes feedback about what will be the current status related? One, maybe the first one.

509
01:39:53.379 --> 01:40:00.480
yeah, I should say, thank you. I learned a lot of all of the participants. And presenters, thank you very much

510
01:40:04.160 --> 01:40:12.059
my answer, well, in 2,022 we have in the University of Indonesia. We have a research cluster of

511
01:40:12.100 --> 01:40:18.040
education and social transformation. And we

512
01:40:18.070 --> 01:40:47.199
make a research for this. This topics, multicultural education, and with the funding collaboration funding with the Minister of Education in Asia. So we send also the policy for this. But you know what? Actually, it's not Until now. We do not have any progress from the Government.

513
01:40:47.540 --> 01:40:48.220
Thank you.

514
01:40:50.420 --> 01:40:52.839
I think it's a very, very important point.

515
01:40:52.950 --> 01:40:58.259
From what I understand, I think this is this is the central thing for all academicians

516
01:40:58.340 --> 01:41:03.080
how to do research or write, or talk

517
01:41:03.549 --> 01:41:04.829
for the public

518
01:41:05.500 --> 01:41:08.720
for whom they do research.

519
01:41:09.350 --> 01:41:24.370
In my context, it's very, very important, and that is the channel. It's very easy to get some slo into an ideology, or your background. If you are an indigenous scholar, you work only for that, or if you belong to certain class caste.

520
01:41:24.530 --> 01:41:25.830
gender religion.

521
01:41:25.900 --> 01:41:30.979
But it's more important for the for the public, inclusive, as inclusive as it can be.

522
01:41:31.110 --> 01:41:51.319
From my standpoint. I'll take some time, because I did not complete the 15 years. I think so. in my context, because I spent a decade in Canada. There I found working with the Indian students of Sauc Asian background. There is a whole attempt to talk about ethnicity and multiculturalism.

523
01:41:51.410 --> 01:42:15.540
not not to create space for everybody, but to cricket, create space for themselves, and and make themselves felt in in, in their, in the context. So it it's that's a very, very challenging thing. I mean, it it it is good, but it is It needs to be more inclusive of everybody, and not just, for

524
01:42:15.540 --> 01:42:33.099
so even in South Asia, there are powerful blocks. I mean? We only talk about India and Pakistan, and then Pakistan. But what about Sri Lanka? And there are some other. So if even there, there is this in India. The the challenge is amazing. We we we

525
01:42:33.270 --> 01:42:46.769
and I think the struggle is to make sure that you talk about one group and the other is not being talked about. And there are all the times there is this pressure creating groups.

526
01:42:46.780 --> 01:43:08.859
because, you know, individuals, need groups to make themselves fed in academy or otherwise, and inch out spaces in society. and then that's very challenging, very challenging. Even then, when we have the Socialist government. for some time on. We have in provinces in different province.

527
01:43:09.080 --> 01:43:27.690
It is just replicating the status quo and and appropriating the same space, and working in the same way, which I think is a little difficult. So my take would be to to do research and create positionalities in writing, speaking for the public

528
01:43:27.990 --> 01:43:30.060
for whom knowledge is actually

529
01:43:30.820 --> 01:43:33.570
thank you. And the name, Miss Leo.

530
01:43:35.100 --> 01:43:53.580
because my research objects is the In trans students study a board. So maybe it mentioned international policy about school board study. But in China, public school, private school, and international school, all this

531
01:43:53.620 --> 01:43:59.859
kind of sugar students they can go aboard when they

532
01:43:59.900 --> 01:44:16.040
like in a model of their Homer schools in your High School Junior high School, they can all break this road and get to the international road and to get a board. So I I think it's

533
01:44:16.140 --> 01:44:22.289
then not from a certain policy in China.

534
01:44:22.300 --> 01:44:23.360
I say that.

535
01:44:23.770 --> 01:44:26.149
Thank you, Professor. Ma

536
01:44:28.530 --> 01:44:49.239
 As I mentioned briefly in my presentation, there are 2 subscripts of international students in Taiwan. One is overseas Chinese students and the other is foreign students, and the reason for these 2 groups to co-exist in the population of international students is because since the 1950 S.

537
01:44:49.240 --> 01:45:00.250
The Government started recruiting overseas Chinese students to studying Taiwan mainly for political purposes. So before the year of

538
01:45:00.250 --> 01:45:22.509
19 nineties, the international students in Taiwan were mainly overseas Chinese students. They were actually foreigners. Mainly they. They have foreign passports, but because of their Chinese ancestry, still could be emitted as overseas Chinese students. They will pay the the tuition fees

539
01:45:22.510 --> 01:45:48.709
the same as local students. They will enjoy the health benefits as local students. But since the year of 2 thousands of the Taiwan the Taiwan Government started very actively to engage in international translation of higher education for various reasons, and since then Even before that, the a few years before that some policies were implemented

540
01:45:48.710 --> 01:45:56.440
to attract international students, especially foreign students, to studying Taiwan, and since the 1,900 ninetys.

541
01:45:56.440 --> 01:46:17.999
the the number of foreign students, were dramatically, dramatically increasing. so in the year of 2 early 2 thousands, the number of foreign students and overseas Chinese students were about the same, and since then the number of foreign students surpassed the number of overseas Chinese students one.

542
01:46:18.420 --> 01:46:39.570
and now The number is more than the over the number of overseas Chinese students, and because of the Government's policy and many universities now are very active in recruiting international international students, both for our students as well as overseas Chinese students.

543
01:46:39.570 --> 01:46:55.240
But the the efforts were made mainly to go out to to attract or to recruit international students to improve University's global ranking

544
01:46:55.240 --> 01:47:23.969
to build up reputations, etc. But a a few years ago both the universities as well as the Government started paying attention to domestic students. So, for example, a few years ago, the Government started a policy called the Higher Education sprout project, and this this is now the second phrase, and this in the second phrase of the project. The the main goal is to

545
01:47:23.970 --> 01:47:38.159
mit Ctl and to to improve internationalization at home, such as to increase Emi courses to support both instructors and students in my learning, etc. One.

546
01:47:38.490 --> 01:47:41.409
Thank you. We also have 2 presenters

547
01:47:41.430 --> 01:47:43.950
online. So

548
01:47:44.050 --> 01:48:02.970
the professor alarm. And Professor Tom want to mention about something, especially. I just heard that you mentioned about the one. If you use the kind of local, the if a student only can speak, a mandering or speaker can both speak mandarin and Cantonese will be something different.

549
01:48:02.990 --> 01:48:05.760
according to your situation in Hong Kong.

550
01:48:07.240 --> 01:48:15.470
Beatrice Oi-yeung LAM: thank you. Chair. I think that top of time may have something some very different experience when compared with my, because

551
01:48:15.550 --> 01:48:27.920
Beatrice Oi-yeung LAM: so our institutions are quite different. Maybe I share my experience first. Other thing is that multi-culturalism is a as a as a concept is now a common vocabulary

552
01:48:27.960 --> 01:48:49.799
Beatrice Oi-yeung LAM: in Hong Kong society. But then, because social divisions, not only a long ratio, I think lines, but also, of course, class lines are becoming more accentuated. having. I mean, if you know what happened in Hong Kong in the past 10 or 15 years, and at the same time,

553
01:48:50.120 --> 01:49:07.159
Beatrice Oi-yeung LAM: the population as a whole is facing a grave economic situation facing the The pressure for making one self-competitive in the neoliberal economy it actually makes makes the base about multiculturalism even more difficult. 150.

554
01:49:07.160 --> 01:49:17.959
Beatrice Oi-yeung LAM: And if you talk about different, I mean linguistic diversity in a university. I think a similar similarly issues about the fact that we need to attract

555
01:49:17.960 --> 01:49:40.830
Beatrice Oi-yeung LAM: students from overseas by overseas in Hong Kong. It actually could mean from mainland China. And this actually could complicate the way we teach, and it also makes it very difficult for us to address multiculturalism, because the way it is understood in Hong Kong is different from the way it is understood in other Chinese societies. For instance, in Taiwan or in mainland China.

556
01:49:40.880 --> 01:50:03.940
Hayes Tang: And so we we I mean as teachers. We are left to our own device to to figure out how to teach it. So that will be my sharing. Maybe I posted my to do the thing. Okay, thank you. Yeah. I'd like to add a bit, Paul. A little bit the different about how to translate sociology research through policy.

557
01:50:04.020 --> 01:50:06.490
Hayes Tang: yeah. In the traditional way, we have

558
01:50:06.520 --> 01:50:35.900
Hayes Tang: part of the Commons in Hong Kong, as we share in the presentation global North practices and their structure inference. Hong Kong sociology research. Quite a lot. Mainly a sociologist want to publish in top journals. and a lot of them are in North America. But recently, Hong Kong government wants to enhance greater impacts and and want to encourage a basic researcher.

559
01:50:35.920 --> 01:50:50.099
Hayes Tang: So the all it's just, for example, to think about impacts of this with rg, research in that way, I think. that would be a quick motivation for sociologists to understand the

560
01:50:50.100 --> 01:51:14.629
Hayes Tang: elephants of their sociology research and try to translate on the social, logical, acknowledged into a policy. And, on the other hand, we observe there are fewer universities in Hong Kong and there are departments for policy studies, and and we have a lot of good sociologists are working in department like policy studies or an administration.

561
01:51:14.640 --> 01:51:34.149
Hayes Tang: I I think, in that way. that would be a good for to be translated in in our policy. and yeah, that that's the point I want to to supplement. Yeah, response to the question, yeah, okay, thank you. And thanks to all the panelists, I want to do some very

562
01:51:34.230 --> 01:51:36.269
brief kind of crowding remark.

563
01:51:36.500 --> 01:51:54.149
Yeah, I think about the issue with the day today. It's not only a culture issue, educational issue. It's more like like a political issue, too. So we can think about it in the future, and we try to provide more conversation in the future and thanks all the penalties. Let's give it a big hand and thanks for commitment. Thank you.

564
01:51:54.200 --> 01:51:55.000
Thank you.