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The making of a model minority -- Ethnic Koreans in China: their schooling and society -- Korean parents and the aspirations for their children -- Challenges of discourses on "model minority" and "South Korean wind" -- Korean students' self-perception and educational aspirations -- Korean students' school practice -- To be or not to be a model minority

Second language (L2) teaching and learning is mediated by imagined community involving positioning learners themselves or being positioned by others in possible worlds. This research explores how Chinese language subject teachers in Hong Kong imagine the possible memberships of the communities in which South Asian learners will participate, and how the imagination makes a difference to their pedagogies and classroom practice. Through classroom observations and interviews with 14 secondary school teachers, research findings illustrate that the teachers treat South Asian learners as legitimate ethnic minorities in Hong Kong, while labeling them as illegitimate Chinese language users and second-class citizens in the host society. This imagination, while reflecting the subordinate position South Asians occupy, has an impact upon the teachers' pedagogies and classroom practice, which are oriented to the instruction of basic language knowledge, albeit being sensible of South Asian culture and customs. The research results suggest that imagining L2 learners as multilingual individuals and legitimate L2 users is a necessary condition to break the structural constraints on L2 acquisition.

This edited volume offers a comprehensive reference point to an interdisciplinary and trans-boundary analysis of the sustainability of Asian tertiary education systems. The four sections of the volume Collaborations, Transformations, Global-Local Tensions, and Future Developmentsreflect the current conditions, ongoing changes, and new directions of the universities transformative contribution to the 2030 UN Agenda and its Sustainable Development Goals (SDGs). The chapters in this volume draw on inquiries and experiences from 12 research projects conducted in Asia, featuring cases from South Korea, Kazakhstan, Russia, and China, and include regions such as the Hong Kong Special Administrative Region of China, Ural-Siberian, and the Far Eastern regions of Russia. The collection of the studies presented in this volume offers a general framework for sustainable tertiary education that, with some adaptations, could be applied to other tertiary education systems in the world. The present volume, Sustainable Tertiary Education in Asia: Policies, Practices, and Developments, contributes to the research arena of Higher Education Sustainability by fostering a cross-cultural dialog among sustainability stakeholders of tertiary education in Asia and beyond.

Intro -- Foreword -- References -- Preface -- Contents -- About the Authors -- From Living in Cultural and Linguistic Diversity to Equitable Outcomes in Education: An Introduction -- 1 Introduction -- 2 Book Overview -- 2.1 Part I: Language Policies and Practices -- 2.2 Part II: Racialized Discourses, Diversities, and Identities -- 2.3 Part III: Educational Equity and Equality-Provisions and Interventions -- 2.4 Confronting Social and Educational Inequality and Promoting Multiculturalism/Multilingualism -- References -- Part I: Language Practices and Policy -- Ethnicity and Equity: The Development of Linguistic Capital for a Subgroup of South Asian Individuals in Hong Kong -- 1 Language Learning in Hong Kong -- 2 Reunification and Stratification -- 3 The Research Setting and Approach -- 4 The Sample -- 5 Further Information on the Participants -- 5.1 Mar -- 5.2 Jas -- 5.3 Edi -- 5.4 Mr. T -- 5.5 Joe -- 5.6 Ni -- 6 Characteristics of the Participants' Familial Habitus -- 7 Characteristics of the Linguistic Habitus -- 8 Multilingualism and Language as a Common Denominator -- 9 Linguistic Imperialism and Utilitarianism -- 10 Class-Fraction-Based Language Practice -- 11 Inverse Immersion -- 12 Conclusion -- References -- Identity and Investment in Learning English and Chinese: An Ethnographic Inquiry of Two Nepali Students in Hong Kong -- 1 Introduction -- 2 Identity and Investment in Language Learning Research -- 3 Nepali Students and Language Education Policy in Hong Kong -- 4 The Study -- 4.1 Kina -- Identified as a Chinese Kid -- Being a Multilingual -- Being a Made in China Girl -- 4.2 Jankee -- Caught in Between -- Motivated in Investing in Chinese (Cantonese) -- Identification, Ownership, and Investment in English -- 5 Discussion and Conclusion -- References.

The implementation of China's three-child policy has prompted considerable attention and discussion. From "one child" to "two-child" to "three-child," the Chinese government has considered the macro population structure in previous reproductive policy adjustments while ignoring the difficulties and necessities of parenting. The child-rearing costs that should have been shared by the family and the state are left to be shouldered by the family alone. Gender equality and women's development have lagged, while the traditional role of women and the sharing of family responsibilities between men and women have stagnated. The easing of the fertility policy will increase the frequency of childbirth and result in greater difficulties faced by women in the workplace. Childbirth negatively impacts women's wages, and as its intensity continues to increase, so does the problem of maternal punishment. This study presents situations that illuminate the plight of Chinese mothers. Solving the motherhood dilemma cannot be achieved by making a mother choose between prioritizing herself or her child. Only by detaching privatization from motherhood, returning to public politicization, treating gender equality promotion as only the starting point, and strengthening social support and public service can the motherhood dilemma truly be resolved.