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dc.contributor.author Su, Haiying en_US
dc.date.accessioned 2012-06-12T19:06:50Z
dc.date.available 2012-06-12T19:06:50Z
dc.date.issued 2006 en_US
dc.identifier ocm00059606 en_US
dc.identifier.uri http://hdl.handle.net/1993/7939
dc.description.abstract The purpose of this research is to examine the cultural identity construction of Chinese immigrants and their children in Winnipeg, Manitoba. It explores how organizations such as Chinese schools, which originated as language schools and have emerged as cultural sites and community centers for Chinese immigrants, have played a role in the construction of bicultural identity. The fieldwork was conducted at a Chinese school located in Winnipeg, and the field data for this research project was collected through one-on-one interviews, life histories and participant observation. Based on the field research, this study contributes some new understandings of Chinese immigrants' acculturation patterns, and suggests a new form of Chinese community that combine Chinese and Canadian elements. By examining one facet of bicultural experience, this study is a valid starting point for an examination of acculturation and enculturation process. en_US
dc.format.extent 7561445 bytes en_US
dc.language en_US
dc.rights en_US
dc.title The construction of bicultural identity : a study of a Chinese school in Winnipeg en_US
dc.degree.discipline Anthropology en_US


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