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Full Description
Wie kooperieren Eltern miteinander, welchen Wert messen sie ihrer Interaktion bei und wie hängt der Grad der Kooperation mit dem sozialen Status und zusammen? Die Studie nimmt die sozialen Beziehungen zwischen verschiedenen Gruppen chinesischer Eltern an einer chinesischen Mandarin-Sprachschule in einer Großstadt in Deutschland unter die Lupe. Mit Hilfe eines ethnographischen Ansatzes wird ein lebendiges Bild der elterlichen sozialen Interaktionen innerhalb und außerhalb des chinesischen Schulumfelds gezeichnet. Die Studie zeigt die Bedeutung sozialer Interaktionen auf und erörtert sie im Zusammenhang mit dem sozioökonomischen Hintergrund ihrer Migrationsverläufe
Contents
Introduction Chapter 1 A first glimpse of Chinese Migrants in Germany and Complementary Schools
1.1 Introduction
1.2 Chinese migration in Germany
1.2.1 The history of Chinese migration in Germany
1.2.2 Chinese immigrants in Germany
1.3 Complementary schooling
1.3.1 Defining complementary schooling
1.3.2 An overview of the literature
1.3.3 The research context: Complementary schools in Germany
1.3.4 The Gap
Chapter
Chapter 2 The Notions of Social Capital and the Relatedness to the Concept of Guanxi
2.1 Introduction
2.2 Three notions of social capital
2.2.1 Class-based notion of social capital
2.2.2 social capital and civic engagement
2.2.3 social capital and youth education
2.3 Guanxi and its relatedness to social capital
Chapter
Chapter 3 Research design and methodology
3.1 Introduction
3.2 Research philosophical stance
3.3 Research methodology
3.3.1 Qualitative study
3.3.2 Ethnographically orientated multilingual research
3.4 Research design
3.4.1 The local context - Hua Hua School
3.4.2 The participant groups
3.4.3 Researcher and the researched
3.5 Data collection design
3.5.1 Method of data collection: Participant observation
3.5.2 Data collection tools
3.6 Data analysis
3.6.1 Poststructuralist perspectives
3.6.2 Approach
3.6.3 Analysing the data
Chapter
Chapter 4 The Networkers
4.1 Introduction
4.2 Overview of the participants
4.3 An overview of group relations
4.3.1 Forming the Networker group on Saturday mornings
4.3.2 The interaction patterns and group relations
4.4 The main themes
4.4.1 Friendship and group solidarity
4.4.2 Engagement with the local Chinese community
4.4.3 Engagement with German society
4.4.4 The maintenance of Mandarin language and Chinese ties for their children
4.4.5 The navigation of parenthood
4.4.6 Business and job opportunities
Chapter 5 The High-Profiles
5.1 Introduction
5.2 Overview of the participants
5.3 An overview of group relations
5.3.1 Forming the High-Profile group on Saturday afternoons
5.3.2 The interaction patterns and group relations
5.3.3 High social status at the school
5.4 The six main themes
5.4.1 Maintenance of the shared history in China
5.4.2 Friendship and group solidarity
5.4.3 Engagement with the local Chinese community
5.4.4 Engagement with local German society
5.4.5 The navigation of parenthood
5.4.6 Business and job opportunities
Chapter
Chapter 6 The Marginalised
6.1 Introduction
6.2 Overview of the participants
6.3 An overview of the group
6.3.1 Forming the group on Saturday mornings
6.3.2 The interaction patterns and group relations
6.3.3 Low social status at the school
6.4 The five themes
6.4.1 Group belonging and solidarity
6.4.2 Alternative engagement with the local Chinese community mediate through their children
6.4.3 Engagement with German society
6.4.4 The maintenance of various Chinese linguistic forms and rural Chinese values
6.4.5 The navigation of parenthood
Chapter 7 A site of safe space, the reproduction of social order and Guanxi
7.1 Introduction
7.2 The most significant findings
7.2.1 A safe site for group solidarity, friendship and trust
7.2.2 Engagement with the local Chinese community
7.2.3 Engagement with German society
7.2.4 Construction of parenthood
7.2.5 Hua Hua School - a microcosm of the reproduction of social order
7.3 A Chinese interpretation
7.4 Conclusion
Chapter 8 Guanxi and the significant of social capital in the Chinese complementary school
8.1 Introduction
8.2 Revisiting the Questions for the Study
8.2.1 The nature of the social relationships: emotional bonds, group belonging, solidarity and trust
8.2.2 Facilitating social status and life chances
8.2.3 The significance of social capital in complementary school settings
for first-generation migrant parents
8.3 Limitations and further research
8.4 Contributions
8.5 Final conclusion
Afterward
Bibliography
