This dissertation examines current academic approaches to reading South Asian-Canadian literature as a multicultural “other” to Canadian national literature and proposes an alternative reading strategy that allows for these texts to be read within a framework of South Asian diasporic subjectivities situated specifically at the Canadian location. Shifting from the idea that “Canada” names a particular national identity and national literary culture to the idea that “Canada” names a particular geographic terrain at which different cultural, social, and historical vectors intersect and are creolized allows for a more nuanced reading of South Asian-Canadian literature, both in terms of its relationship to the complex history of the South Asian diaspora and in terms of the complex history of South Asian encounters with the Canadian space. Reading prose, poetry, drama, and theatrical institutions as locations where a specifically South Asian-Canadian diasporic subjectivity is reflected, I am able to map a range of individual negotiations among the cultural vector of the “ancestral” past, the cultural vector of the influence of European colonialism, and the cultural vector of this place that demonstrate that the negotiation of South Asian-Canadian diasporic subjectivity and its reflection in literature cannot be understood as producing a homogenous or “authentic” cultural identity. Instead, the literary expression of South Asian-Canadian diasporic subjectivity argues that the outcome of negotiations between cultural vectors that take place in this location are as unique as the individuals who undertake those negotiations. These individual negotiations, I argue, need to be read collectively to trace out a continuum of possible expressions of South Asian-Canadian diasporic subjectivity, a continuum that emphasizes that the processes of negotiation are on-going and flexible. This dissertation challenges the assumption that Canadian literature can be contained within the limits of a Canadian nationalist mythology or ethnography. Instead of the literature of the Canadian “nation” or the Canadian “people,” Canadian literature is best understood as the literature produced in this location by all the “minority” populations, including the dominant “minority.” Reading Canadian literature, then, is reading the differential relationships to history and community that occur in this place and which are inscribed in these collectively Canadian texts.

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This dissertation examines current academic approaches to reading South Asian-Canadian literature as a multicultural “other” to Canadian national literature and proposes an alternative reading strategy that allows for these texts to be read within a framework of South Asian diasporic subjectivities situated specifically at the Canadian location. Shifting from the idea that “Canada” names a particular national identity and national literary culture to the idea that “Canada” names a particular geographic terrain at which different cultural, social, and historical vectors intersect and are creolized allows for a more nuanced reading of South Asian-Canadian literature, both in terms of its relationship to the complex history of the South Asian diaspora and in terms of the complex history of South Asian encounters with the Canadian space. Reading prose, poetry, drama, and theatrical institutions as locations where a specifically South Asian-Canadian diasporic subjectivity is reflected, I am able to map a range of individual negotiations among the cultural vector of the “ancestral” past, the cultural vector of the influence of European colonialism, and the cultural vector of this place that demonstrate that the negotiation of South Asian-Canadian diasporic subjectivity and its reflection in literature cannot be understood as producing a homogenous or “authentic” cultural identity. Instead, the literary expression of South Asian-Canadian diasporic subjectivity argues that the outcome of negotiations between cultural vectors that take place in this location are as unique as the individuals who undertake those negotiations. These individual negotiations, I argue, need to be read collectively to trace out a continuum of possible expressions of South Asian-Canadian diasporic subjectivity, a continuum that emphasizes that the processes of negotiation are on-going and flexible. This dissertation challenges the assumption that Canadian literature can be contained within the limits of a Canadian nationalist mythology or ethnography. Instead of the literature of the Canadian “nation” or the Canadian “people,” Canadian literature is best understood as the literature produced in this location by all the “minority” populations, including the dominant “minority.” Reading Canadian literature, then, is reading the differential relationships to history and community that occur in this place and which are inscribed in these collectively Canadian texts.

This study examines the psychological and emotional experience of settling in Canada for South Asian Muslim newcomers and the coping systems they use to manage the challenges associated with moving to a new country. Ten South Asian Muslims were interviewed within the Greater Toronto Area. They were posed questions related to the hardships they encountered as they settled in Canada and how they managed those challenges. The data was analyzed using Grounded Theory. A model was developed to illustrate resources used by newcomers to help maintain their mental health and well-being. Upon settling in Canada, the participants experienced psychological stressors and therefore sought help from their Islamic faith, their families, and community services. The combined resources facilitated the immigrants’ resilience and allowed them to maintain a positive outlook towards their immigration experience.

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本論文探討來自中國內地和南亞國家的少年移民學生如何適應香港的教育和生活。他們是香港兩大移民群體，儘管他們的族群和文化背景截然不同，香港人一般都認為他們落後和貧困，與香港社會格格不入。本研究旨在了解他們的求學道路和身份建構過程。而在社會化的討論背景下，求學道路和身份建構是兩個相互關聯、相互重疊的概念。田野調查在香港四所收了大批移民學生的中學進行，時間由幾個月到一年多不等。 / 本研究發現，雖然兩組學生的背景不同，在香港的教育制度下，他們面對相似的限制及不利因素。本文指出，教師認為這兩組學生有類近的學習問題，但卻成因各異，教師亦對自己可以起的作用有不同看法。以上種種皆會影響青少年作為社會成員的身份認同。本文又指出，這兩組學生，在不同程度上自稱是香港的一份子。然而，他們的理由不一，理解也不盡同。 / 在學校層面發生的事情是重要的，因為它反映了在社會層面，大家如何界定誰是社會成員，如何在不同的歷史、文化和社經環境下，轉變想法和做法，以及社會和個人如何在過程中互動。在當前全球化的時代，人口遷移不斷影響世界各地的社會經濟和人口結構。本文提出一個新的角度，以重新思考移民和教育的理論。 / This thesis explores the immigration and schooling experiences of the teenage children of immigrants of the two largest incoming groups to Hong Kong: from Mainland China and from South Asia. Most people in Hong Kong think that both groups are culturally backward and economically impoverished, which means that both do not fit in, despite the fact that they have utterly different ethnic and cultural backgrounds. I seek to understand the factors that are shaping their educational pathways and identity formation, which I consider to be two interrelated and overlapping concepts against the backdrop of socialization. Data are largely drawn from ethnographic fieldwork, from a few months to more than a year, in four secondary schools in Hong Kong which admit a large number of immigrants. / I argue that despite their different backgrounds, both groups of students face very similar structural constraints and disadvantages in Hong Kong’s education system. I also argue that teachers perceive very similar learning problems in these two groups of students, but they see the problems to have stemmed from different causes, and have different understandings how much teachers can do. This has implications on the teenagers’ identities as members of society. I further argue that both groups, albeit to different extents, claim their belonging to Hong Kong in terms of their identity. However, they seem to base their claims on different grounds, and have different understandings of their belonging to Hong Kong. / What goes on in the classroom is important because it reflects in the larger society how people understand and practice who they include and who they exclude; how the ideologies and practices at work change in different historical, cultural, and socioeconomic contexts; and how individuals negotiate the shaping and the inclusion or exclusion. My thesis adds a new perspective for us to rethink theories of migration and education in an era of globalization when the mass movement of people is defining and redefining the socioeconomic and demographic landscapes in many parts of the world. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Chee, Wai Chi. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2012. / Includes bibliographical references (leaves 383-415). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstract also in Chinese. / Abstract --- p.i / Acknowledgements --- p.iii / Abbreviations --- p.v / Language, Name, and Currency --- p.vi / Tables and Graph --- p.vii / Chapter 1. --- Introduction / Introduction --- p.1 / Research Questions and Objectives --- p.1 / Immigrant Students in Hong Kong’s Education System --- p.6 / Significance of Research --- p.9 / Literature Review --- p.15 / Methodology --- p.54 / Some Ethical Concerns --- p.63 / Chapter Overview --- p.67 / Chapter 2. --- Immigration Motivations, Trajectories and Predicaments: Positioning Teenage Immigrants in Hong Kong / Introduction --- p.74 / Ebbs and Flows of People from Mainland China into Hong Hong --- p.77 / Emergence of Hong Kong Identity --- p.79 / Situating Mainland Chinese Teenagers in Hong Kong’s Immigration Context --- p.82 / Situating South Asian Teenage Immigrants in Hong Kong’s Immigration Context --- p.87 / Immigration Motivations and Predicaments --- p.96 / Conclusion --- p.113 / Chapter 3. --- On the Threshold of the Mainstream: Initiation Program and its Completion Ceremony / Introduction --- p.115 / Initiation Program and Its Completion Ceremony --- p.119 / Form, Content, and Meanings of the Completion Ceremony: The Case of Lily School --- p.126 / Form, Content, and Meanings of the Completion Ceremony: The Case of Peony School --- p.141 / Dramatized Epitome of the Initiation Program --- p.159 / Conclusion --- p.166 / Chapter 4. --- Entering the Mainstream: From Initiation Program to Mainstream Education / Introduction --- p.169 / Looking for a Place in a Mainstream School --- p.172 / Entering the Educational Mainstream --- p.182 / Out of the "Greenhouse" --- p.191 / Future Educational Pathways --- p.198 / Conclusion --- p.208 / Chapter 5. --- Ideologies and Practices of Inclusion/Exclusion: Immigrant Students in Hong Kong’s Education System / Introduction --- p.211 / Perception, Inclusion, Exclusion: Mainlanders and South Asians in Hong Kong --- p.214 / Adapting to Education and Life in a "Greenhouse" --- p.229 / Educational Greenhouse Effect --- p.246 / Conclusion --- p.258 / Chapter 6. --- Socialization and Citizen-Making: The Role of Educators / Introduction --- p.260 / What an Ideal Student Should be Like --- p.264 / The Making of “Ideal Students --- p.267 / Double-Edged Teacher-Student Relationships --- p.300 / Paradoxical Effect of the Attempt to Create "Ideal Students" --- p.305 / Conclusion --- p.313 / Chapter 7. --- The Politics of Belonging: What Does It Mean to Be a Teenage Immigrant Student in Hong Kong? / Introduction --- p.318 / (Re)Evaluating Hong Kong --- p.323 / Positioning Hong Kong in Immigrant Children’s Migration Trajectories --- p.329 / Identity and the Politics of Belonging --- p.341 / Conclusion --- p.352 / Chapter 8. --- Conclusion / Introduction --- p.356 / Theorizing "Envisioned Belonging" --- p.358 / Theorizing the "Educational Greenhouse Effect" --- p.368 / Rethinking Theories of Migration and Education --- p.372 / More Supportive Educational Policies for Immigrant Students --- p.377 / Hong Kong and Immigration --- p.380 / References --- p.383

Islam Md. Saiful. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2004. / Includes bibliographical references (leaves 175-181). / Abstracts in English and Chinese. / Abstract / Abstract in Chinese --- p.ii / Acknowledgements --- p.iii / Note --- p.iv / List of Figures --- p.ix / List of Plates --- p.x / Chapter Chapter One --- Introduction --- p.1 / Statement of the Problem / Literature Review / Chapter - --- "Minority Groups, NGOs and Development Issues" / Chapter - --- Education Among Minority Groups / Chapter - --- Minority Groups as Discriminated and Stigmatized / Chapter - --- Fighting Against Discrimination: The Art of Resistance / Methodology / Chapter - --- Selecting the NGOs / Chapter - --- Finding the Field Site / Chapter - --- Settling / Chapter - --- From Padri through Sir to Dada: Rapport Buildup / Chapter - --- How I Collected Data / Chapter - --- Pains and Pleasures of Fieldwork / Chapter - --- Limitations of the Study / Structure of the Thesis / Chapter Chapter Two --- "Barind Tract of Northwest Bangladesh: The Villages Studied, Ecology and Cultural Mosaic" --- p.37 / The Study Villages: A Brief Profile / Chapter - --- Ruposhi: A Santal Village / Chapter - --- Fulpur: An Oraon Village / Northwest Bangladesh: Ecology and Implications / People of Barind Tract: The Cultural Mosaic / The Santal and the Oraon: From Historical Context to the Present Situation / Chapter Chapter Three --- "NGOs in Bangladesh: Growth, Rhetoric and Realities" --- p.56 / The Growth of NGOs in Bangladesh: A Brief Overview / Chapter - --- NGOs and Their Achievements / Chapter - --- The Rhetoric Behind the Reality: Challenges and problems of the NGOs / Prochesta: A Minority-run NGO / Chapter - --- "Goals, Objectives and Programmes of Prochesta" / Chapter - --- Organizational Structure of Prochesta / Unnoyan: A Bengali-run NGO / Chapter - --- "Vision, Mission and Programmes of Unnoyan" / Chapter - --- Unnoyan: Organizational Structure / Chapter Chapter Four --- "Minority Groups, Economic Livelihood and NGOs" --- p.79 / Agrarian Economy with Single Crop Cultivation / Land Ownership and Patterns of Tenancy / Agriculture and Food Sufficiency: A General Calculation / Supplementing Household Income / Economic Support: The Santal and Prochesta / The Oraon and Unnoyan in Promoting Economic Livelihood / "Minority Groups, Economic Livelihood and the Role of NGOs" / Chapter Chapter Five --- "Education Among Minority Groups: The Santal, The Oraon and The NGOs" --- p.114 / The General Situation of Education Among Minority People in the Study Villages / Dropout From the School: Minority Point of View / Medium of Instruction for Minority Students: The Dilemmas of Monolingualism / The Santal and Prochesta in Promoting Education / "The Oraon, Unnoyan and Education" / Chapter - --- Primary Education for the Oraon Children / Chapter - --- Lahanti: The Adult Education Programme / Chapter - --- Preparing Curriculum in Oraon Language: The Action Research Project / "Minority Groups, Education and the NGOs" / Chapter Chapter Six --- Minority Groups and Fighting Against Discrimination: The Art of Resistance and the Involvement of NGOs --- p.144 / Everyday Discrimination Encountered by Minority People: Nature and Pervasiveness / Fighting Against Discrimination and the Involvement of NGOs / Chapter - --- The Santal and Prochesta in Fighting Against Discrimination / Chapter - --- The Oraon and Unnoyan in Fighting Against Discrimination / Minority Groups and the Role NGOs in Fighting Against Discrimination / Chapter Chapter Seven --- Conclusion --- p.164 / Bibliography --- p.175

No description available.

Thesis (Ph. D.)--Carleton University, 2005. / Includes bibliographical references (p. 410-433). Also available in electronic format on the Internet.

Thesis (M.A.)--University of California, San Diego, 2010. / Title from first page of PDF file (viewed April 14, 2010). Available via ProQuest Digital Dissertations. Includes bibliographical references (p. 75-78).