Notes
Chapter 3 1 Hong Kong local schools are organized into various bands. Band One comprises those students who have passed their examinations at the highest level and are the most likely to be qualified to proceed to university education. Each successive band below has slightly lower requirements, and almost no one in the bottom bands goes on to higher education. 2 Actually, James’s case and others like it prompted me to ask the ESF’s Executive Committee to change our admissions policy for 2007–08, so that children would not be excluded because of their ability in a language other than English (Cantonese in this case)—or included because of their inability in Cantonese. They should only be included if one parent were a native English speaker even if Cantonese were a second language. This I applied retrospectively in James’s case which gave him a priority for admission but not a guaranteed place. 3 DSS schools charge fees that diminish entitlement to government subvention on a sliding scale relative to fees. ESF and most international school fee levels are beyond the range that would entitle them to subvention if they joined the DSS scheme. ESF schools are currently in a separate category within the local system, subvented for historic reasons; the percentage of subvention to total expenditure is now 23 percent (as opposed to 30 percent in 1999). Chapter 6 1 The figure comprises all programs (short-cycle, medium-cycle, long-cycle Bachelors, long-cycle Masters. Retrievable from www.ciriusonline.dk/statistik. “Mobilitetsstatistik for de videregående uddannelser 2006/2007.” CIRIUS, August 2008 and English summary: “Student mobility in higher education 2006/07.” 2 Retrievablefrom:http://www.ciriusonline.dk/Default.aspx?id=68“Mobilitetsstatistik for de videregående uddannelser 2006/2007.” CIRIUS, August 2008. 38. 3 The most popular types of education among Chinese students are IT/civil engineering, IT maintenance, building engineering, marketing economy, and multimedia design (CIRIUS report on “Danske studerende i udlandet og udenlandske studerende i Danmark 2004/05,” April 2006. [“Danish students abroad and foreign students in Denmark 2004/05.”] Retrievable from www.ciriusonline.dk. Notes Ch10 Note(P.173-175).indd 173 08/07/2010 12:15 PM 174 4 Many universities have science programs taught in English, but humanities courses have traditionally been taught in Danish as they are often culturally embedded. However, even here the number of courses taught in English is increasing. 5 Language is a cultural marker and, by becoming the speaker of a second language, one also takes on some of the identity markers of that culture. At times, depending on the motivation of the learner, this is felt to be a positive personal development with increased opportunities and freedoms for the self. In other situations, it can be a cause of resentment if a loss of identity is perceived in that the L2 will not allow for the expression of one’s academic level of knowledge and ability, or indeed emotions. 6 Lustig and Koester (1996) are quite explicit about this: “The process underlying stereotyping is absolutely essential for human beings to function. Some categorization is necessary and normal. Indeed, there is survival value in the ability to make accurate generalizations about others” (309). 7 See, for instance, an interview with students enrolled in the Erasmus Mundus European program (http://www.ciriusonline.dk/Default.aspx?ID=6135&M=News& PID=11110&NewsID=2215&Printerfriendly=3) 8 The University of Pedagogy has recently been incorporated into Aarhus University. 9 Grundtvig was also an influential bishop, hymn writer, and theologian who fundamentally changed church life. For an exposition on Grundtvig’s influence on theology, see Allchin et al. (2000) and Hefner (2000). 10 These were not “high schools” in the American sense, but “Bildung” in the German sense, following grade school—and they still are. Reddy (1993) says of Grundtvig and his influence in comparison to Kirkegaard and Hans Christian Andersen that “N. F. S. Grundtvig influenced the Danish way of life more than any one else” (118). 11 Bradley (2000) states that, when Grundtvig began his studies of Beowulf, hardly anyone in the world knew how to read it adequately. 12 Oxford Bodleian Library MS Junius 11 (see Bradley 2000, 150). 13 Grundtvig’s ideas and philosophy have been adopted and transplanted to several countries in the world, e.g., the USA, Israel, Japan, and the Philippines (see Zøllner and Andersen 1995). Thøgersen (2005) provides an extensive study of Grundtvig’s influence on Liang Shuming. 14 At the University of...
OR
