[Indian Culture Workshop 2013-2014] Online version Information Kit

Information kit cover

The Multiculturalism in Action:Indian Culture Workshop has officially come to an end after the Press Conference held in September 23rd. To conclude the entire workshop, Prof. Maria Tam, the program director of the workshop, published the Multiculturalism in Action: Indian Culture Workshop information kit.

We are thrilled to inform you all that the online information kit has been launched on our department website. If you are interested in Indian culture or the workshop, click here to read more now!

Event: Exhibition of the Summer Field Trip to Doulan and Chihshang in Taitung, Taiwan

As mentioned in the earlier blogpost, the students who joined the department summer field trip this year demonstrated their learning outcomes by setting up an exhibition in October. The exhibition involved a holistic point of view of the culture and society of Taitung, including the perspectives of agriculture, landscape and aborigines. It was also hoped to reflect the impacts brought by economic development, urbanization and natural environment to the cultural group.

The exhibition explores various aspects of Doulan and Chihshang in Taitung, including the indigenous Ami people's identity and social organisation, the tourism industry, hand craft, foodway, nature, colonial relationship, agricultural product and demarcation of ethnic groups.

Students arranging the exhibition items.

Eugene setting up the light bulk.

Student nailing the content foamboard on the wall.

The Opening Ceremony was held on October 13, 2014. Teachers, postgraduate and undergraduate students were invited to join the ceremony. The ceremony started with the welcoming speech from our department chairmen Prof. Gordon Mathews. After Dr. Ju-chen Chen and student representative Eugene Lee introduced the exhibition and the summer field trip this year, all guests started to watch the exhibition while enjoying the refreshment prepared by the students.

Prof. Gordon Mathews welcoming the guests and attendants.

Dr. Ju-chen Chen introducing the summer field trip and the exhibition.

Eugene sharing his experience from the summer field trip.

The guests and attendants listening to the welcoming speech.

The attendants visiting the exhibition after the ceremony.

與考古學的一些事情 – 訪黃慧怡教授

黃慧怡教授於新加坡國立大學東南亞研究系修讀東南亞考古及文化，並取得博士學位，論文題目是「從九至十四世紀中國與高棉陶瓷業研究」，主要探討歷史時期中國與東南亞之間的文化交流。黃教授在本學年加入本系，主要任教考古學、博物館學及東南亞文化課程。

對考古學產生興趣

黃教授對考古學的興趣是源於大學時期的一門選修課。本身修讀社會學的黃教授在其中一門選修課的安排下，有幸到香港其中一個重要的考古遺址考察。從沒想過香港也有考古的黃教授，被眼前的考古遺址深深震撼，亦引起她對考古學的興趣。黃教授畢業後從事香港考古相關工作，並有機會在以色列加利利海參與希伯來大學的考古發掘，不久就到北京大學考古文博學院接受考古訓練。

以色列加利利海考古遺址發掘

北大考古文博學院內有數百位研習考古學及博物館學的師生，黃教授認為在此浸淫三年所獲的考古訓練，對她的學術發展有深遠的影響。北大主修考古學的學生在畢業前，必須跟隨老師到中國的考古遺址，完成為期半年的田野考古實習。由於在報告完成之前，學生不可離開實習地點，黃教授就在陝西渡過半年充實的實習生活。

在陝西考古發掘

如同其他考古發掘，這次陝西田野考古實習亦包括了田野調查、發掘、整理出土器物及完成報告四部份，期間，師生與當地考古單位及村民一起工作，同時又可瞭解當地的文化習俗，如陝西的飲食文化及喪禮儀式等。實習以外，老師亦安排同學參觀當地重要的考古遺址及博物館，包括寶雞青銅器博物院、西周扶風宮殿遺址、秦兵馬俑、漢陽陵和唐法門寺博物館等，令他們眼界大開。由於當時正值寒冬，加上考古遺址位處鄉郊地區，缺乏熱水淋浴設備，師生只能一個月到大城市洗澡一次。然而，對熱愛考古的黃教授而言，這些生活上一些不便只是另一個難忘的回憶。

在陝西村民家吃涎水麵

為何研究東南亞

黃教授在北大集中於唐宋時期廣東地區陶瓷考古研究，當中主要研究銷售海內外的廣東陶瓷器。當時的指導老師建議她可由海上絲綢之路入手，研究泰國或其他東南亞國家出土的陶瓷器。

黃教授於柬埔寨吳哥地區

北大畢業後，黃教授到香港城市大學擔任研究助理，參與柬埔寨吳哥出土中國陶瓷器的研究。在城大的研討會上，黃教授遇上來自新加坡國立大學的教授，他正以東南亞的角度研究於東南亞出土的中國陶瓷器，黃教授認為此研究進路可拓寬她對廣東陶瓷研究的思路，遂報考新加坡國立大學東南亞研究系博士課程，並以高棉陶瓷為切入點,探討南中國與東南亞之間的跨文化及跨地域交流。

柬埔寨吳哥地區與當地文保機構一起發掘

正在進行的研究計劃

教學以外，黃教授現時主要進行三個研究計劃。第一個是延續黃教授的博士研究「九至十四世紀中國與高棉陶瓷業研究」，從出土陶瓷器研究南中國與東南亞的關係。有關研究早在十九世紀晚期開始，現時位於柬埔寨吳哥一帶的考古工作仍然持續，黃教授或於明年參與下一輪的發掘工作，以獲取新的考古資料，建立理論框架（參考黃教授早前研討會回顧）。

2014年12月在柬埔寨會議作口頭匯報

黃教授亦正在進行大嶼山竹篙灣遺址的東南亞考古證據研究，希望擴展我們對十四至十六世紀香港之國際貿易網絡的認識。此外，黃教授亦剛獲得衛奕信勳爵文物信託基金的資助研究香港非物質文化遺產—傳統陶瓷工藝，將會到廣州參與會議、進行深度訪談、文獻資料搜集及分析，以紀錄及保存20世紀20年代至今的香港傳統陶瓷工藝。

寄語

談及本系同學，已任教一個學期的黃教授認為同學普遍擁有良好的語言、組織能力，具有理想抱負、人文精神及國際視野。自黃教授修讀考古學時起，一直聽到「主流」論述質疑修讀人類學、考古學及博物館學等學科的畢業生，在畢業後難以尋找相關工作，不少畢業生因而轉投其他行業，黃教授為此感到可惜。她以考古學為例，指出學科知識可運用於不同相關工種，如博物館、教學、研究、環評工作、文化遺產管理、文化旅遊及地區公眾教育等，最近的沙中線宋元遺址風波，就反映香港特別在研究及公眾教育等方面缺乏考古專才。

她亦認為現時職場及學術界都往跨地域及跨學科的方向發展，人類學等學科知識正正培養同學掌握文化差異性及多角度思考。因此，黃教授建議同學可視外界的質疑為梳理自身想法的機會，並多關注自己的目標，利用學科知識清晰地規劃將來的路向。

[Friday Seminar Recap] On Cross-Cultural Diffusion: The Chinese Elements Adopted by Khmer Architectural Craftsmen in Angkor, Cambodia

On Cross-Cultural Diffusion: The Chinese Elements Adopted by Khmer Architectural Craftsmen in Angkor, Cambodia

Speaker: Sharon WONG  

(Assistant Professor, Department of Anthropology, The Chinese University of Hong Kong)

Time: 12:30 p.m., Friday, 7 November, 2014  

Venue: Room 12 Humanities Building, New Asia College, CUHK 

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The seminar

Professor Wong’s seminar focused on the technological choices of the Khmer architectural ceramics in Angkor, Cambodia. Professor Wong suggested the ceramics is a useful tool to analyze the intersection of official exchange between Khmer and Chinese polities during 9^th to 14^th centuries. By studying the Chinese elements adopted by Khmer architectural craftsmen in Angkor, the cross-cultural exchange in the past could be found.

The document “The customs of Cambodia” (真臘風土記) written by the Chinese diplomat Chou Ta-kuan (周達觀) during his stay at Angkor between 1296-1297 is the first written historical documents of the daily life in the Khmer Empire. Zhenla (真臘) was composed of ethnic Khmers on the lower Mekong River and was also the Chinese designation for Cambodia after the fall of Funan (扶南).

Professor Sharon Wong

The Chinese influence is usually portrayed as a straightforward case of one-way cultural diffusion. In this hypothesis, China was considered as the origin of Khmer ceramics, and Khmer ceramics and kiln technology could not have reversely influenced China. The Khmer craftsmen received their knowledge through Chinese potters and imported Chinese trade ceramics.

Another hypothesis suggests the Khmers’ ceramics invention is parallel to Chinese ceramics industries. In this hypothesis, Khmer ceramics was indigenous, unique, continual inventiveness, and dis-similar to other Southeast Asian ceramics in the region. The hypothesis is heavily relied on archaeological evidences from controlled excavations, which obtain new information on minimizing all Chinese elements in Khmer ceramics.

The attendants

Professor Wong argued that, according to several shortcomings associated with the methodologies and sources adopted by the various scholars, these hypotheses ignored the complexity of cultural contacts between different ceramics industries. Both Khmer and Chinese ceramics industries played active roles. They absorbed and selected the foreign elements that suit their own needs.

As the excavation, fieldwork and research of this project is still ongoing, Professor Wong suggested more archaeological findings are needed before making any conclusion. She also encouraged us to think about the social and ideological context of the diffusion, for example, whether the Khmer Empire should be considered as the great dominated empire from 9^th to 14^th centuries or the periphery region of China.

[Scholar Visit] An informal discussion session with Prof. Daromir Rudnyckyj

The discussion session

Prof. Daromir Rudnyckyj, an anthropologist at the University of Victory (BC, Canada), is visiting Hong Kong and came for an informal discussion today in NAH 401. Prof. Joseph Bosco, Dr. Paul James O'Connor and the postgraduate students joined the discussion.

Prof. Daromir Rudnyckyj

Prof. Joseph Bosco

Dr. Paul James O'Connor

The postgraduate students

Prof. Daromir Rudnyckyj is currently doing research on Islamic banking in Indonesia. For details, please visit here. 

[Nepali Culture Workshop 2014-2015] Religion in Nepali Everyday Life

Multiculturalism in Action: Nepali Culture Workshop

Session 3: Religion in Nepali Everyday Life

Date: October 25, 2014

Guest speakers: Dr. Wai-man Tang and Family of Ms. Raima Gurung Shah

Prof Tam (2^nd row, 3^rd right), Dr. Tang (3^rd row, 3^rd right), Workshop participants, and Ms. Shah (2^nd row, 4^th right) and family

Tihar is the second biggest festival for the Hindus in Nepal. Some may call it the Nepali version of Diwali, as they both share the same dates on the Hindu calendar. It refers to a five-day celebration, with different targets of worship and purposes on each day.

Participants of the Nepali Culture Workshop visited a Nepali household in Jordan to observe the celebration on the 5^th day of Tihar, the Bhai Tika (Brother Blessing). It is the day in a year when sisters worship their brothers, and receive blessings from them. There is a mythology behind the festival. A girl, Jamuna, whose beloved brother is mortally ill, makes a deal with Yama, the God of Death. She asks Yama to promise to only take her brother’s soul when her offerings of grass and flowers wilt, and the water used to draw the boundary becomes dry. Yama agrees, and each time he sends his messenger to check on Jamuna’s complicated worship, the messenger fails to bring back the brother’s soul. Yama finally gives up, and Jamuna’s brother is saved.

Nepali Hindus offerings for Tihar.

As a celebration of the sister’s love for her brother, Tihar has an important ritual in which the sister draws a tika on the brother’s forehead with with rice flour mixture, topped with different colors to represent different blessings. The tika symbolizes protection of the chakra, thus preventing Yama, the God of Death, from taking the soul. The sister would then present the brother with gifts such as a marigold garland, a Nepali hat, and a tray of sweets and fruits. After the worship, the brothers would pay respect to the sister and return her with a gift of money. Raima showed us two ways of doing the tika—one vertical and the other circular, and explained the meanings of each step of the ritual. A sumptuous meal then followed, and everyone enjoyed great Nepali dishes.

Workshop participants then attended a talk by Dr. Wyman Tang, in a Nepali restaurant in Jordan. Dr. Tang introduced some popular religious beliefs among the Nepalis. According to his research, the number of Christians is increasing, though Tibetan Buddhism and Hinduism are still the dominant religions. Yet, as he explained, being a Nepali Christian was not easy, as the older generation may not endorse this religious choice. Dr. Tang also explained the caste system of the Nepalis, which is different from the caste system in India. While the influence of the caste system has lessened, it still exerts a great influence on different aspects of Nepali daily life, including the marriage system. 

Event: Summer Field Trip to Doulan and Chihshang in Taitung, Taiwan

田野考察影片

Every summer, our department organizes a field trip for students to deepen their understanding of anthropology. The fieldsites cover a wide range of countries and cultural backgrounds. This year, Dr. Ju-chen Chen led a trip to Doulan and Chihshang in Taitung, Taiwan. The field trip focused on (1) Organic agriculture and the environment, (2) Aborigines and the tribal culture, and (3) Colonialization culture and the protection, management and manipulation of the natural landscape in Taitung. The students were given an opportunity to visit the tribes and farms, to interact with the stake holders, and to have deeper understanding of how the economic development, urbanization and natural environment influence the culture.

師生拜訪原住民電視台。
圖片提供: 陳如珍博士

陳如珍博士在五月二十四日至六月六日帶領人類學系本科生到台灣台東縣的都蘭和池上作為期十四天的田野考察，希望可從台東、農業及原住民的角度瞭解台灣文化和社會。

台灣的東岸因為地形的關係，交通的便利性受到限制，在經濟發展與城市化上始終落後於台灣的其他地區。在經濟落後的情況下，農業與自然環境反而受到較佳的保護。近年來，在多元文化與環境保護意識的推動下，有越來越多的人認真反思城市化與經濟發展的困局。在花東一帶，更有許多的人實際上去嘗試不同的「發展」思維。

這次田野考察主要探討三個主題：「有機農業與環境」、「原住民與部落文化」及「殖民文化與自然地景的保護，管理和利用」。通過拜訪都蘭和池上不同的村落、農場、社會運動參與者、一般居民、台東大學公共人類學課程的師生、不同的政府單位、非政府組織及基金會，同學瞭解各利益持份者的角色與參與，得以反思經濟發展、城市化與自然環境對文化的影響。

師生與多力米故事館主人梁正賢先生合照。
圖片提供: Cecily Xie

金針花。
圖片提供: Cecily Xie

在完成考察後，同學把蒐集的資料及調查結果整理成報告，並在十月舉辦了成果展。以下內容節錄自成果展小冊子：

有機農業與環境

台東都蘭和池上在農業發展上各有方向。在是次考察中，我們進入了社區，與他們的農民、企業家、文化人和政策決定者接觸，以了解他們的農業文化。展覽會介紹都蘭農業發展的歷史脈絡、面對的局限、銷售模式和部落關係等；從而探討當地族群與農業的關係和連繫。而池上居民以農業為主，故池上米的認證制度、監管、契作模式等都與當地社區的生活、文化和身份認同息息相關。是次展覽會以此為中心，思考農業和環境對社群的意義和影響。

都蘭部落。
圖片提供: Cecily Xie

阿美族節慶。
圖片提供: Cecily Xie

原住民與部落文化

台東的都蘭是阿美族的原居部落之一。由於日本殖民的歷史因素和閩南客家族群的擠壓，原住民的文化、生計和身份長期受到挑戰。近年來，在多元文化思考論述以及返鄉阿美（及他族）文化工作者的影響下，族人開始積極重建部落的身份和認同。是次考察進入都蘭部落的社區，了解他們的社會組織、經濟模式、身份認同、對旅遊業的取態及因此所面臨的挑戰。

師生參訪建興碾米廠。
圖片提供: 陳如珍博士

同學融入當地住民的生活。
圖片提供: 陳如珍博士

殖民文化與自然地景的保護、管理和利用

在台東，不論是在都蘭或是池上，不同社群中都存在著「殖民文化」，包括歷史上的日本殖民、城市對鄉郊的殖民和權力階級的殖民等。這些因素影響著社群對古蹟活化、自然地景的使用和保護、經濟、旅遊、社區等發展的選擇。這次考察的範圍涵蓋了都蘭的民宿、農田作物的選擇和池上伯朗大道附近的地景利用，從中探討權力的分配與使用在經濟發展的考量下如何影響社群的選擇。

Summer Internship Reflections 2014

An exquisite bronze item in an exhibition held by the Hong Kong Museum of History.

Photo Credit: Gloria Lam

Undergraduate students of the Department of Anthropology are encouraged to apply for internship opportunities at institutions/organizations both locally and internationally every summer, as internship allows students to explore their interest and provides invaluable field experience. 

Ka Ki at the University of Sydney campus .
Photo Credit: Lam Ka Ki

In the year 2014, the Department has secured 5 summer internship opportunities for students – 1 overseas and 4 local.  Students who have participated have written to share their experience as interns in the Nicholson Museum (Antiquities) in The University of Sydney (Australia), the Hong Kong Museum of History, the Hong Kong Maritime Museum and the Antiquities and Monuments Office (Hong Kong). 

Ka Ki working in a laboratory at the Nicholson Museum of University of Sydney.
Photo Credit: Lam Ka Ki

For more information on the summer internship and to find out what our students have to share, please visit our website.

For students who are interested in applying internship in the coming year, you may also visit the Career Planning and Development Centre, Office of Student Affair's website for the Global Internship Programme.

Celia's colleague hosting a game with the junior secondary students in the Hong Kong Heritage Discovery Center.

Photo Credit: Celia Yiu

[Nepali Culture Workshop 2014-2015] Education for Ethnic Minorities in Hong Kong’s School

Multiculturalism in Action: Nepali Culture Workshop

Session 2: Education for Ethnic Minorities in Hong Kong’s School

Guest Speakers: Dr. Wai-chi Chee, Dr. Rizwan Ullah, and Mrs. Riama Gurung Shah

From left: Prof. Tam, Dr. Chee, Dr. Ullah, and Mrs. Shah

A discussion panel on education for Nepalis in Hong Kong was held on October 11, 2014. Dr. Chee Wai-Chee, Dr. Rizman Ullah, and Mrs. Raima Shah made a presentation from their experiences and research on education issues in Hong Kong.

Dr. Chee giving a presentation

Dr. Chee’s presentation focused on three aspects of the education for ethnic minorities in Hong Kong—challenges, opportunities, and transitions. According to the Population Census 2011, ethnic minorities made up 6.4% of the total population in Hong Kong. Studies estimated that only 10% of the ethnic minority youth would go on to post-secondary education. With little chance of receiving higher education, Nepalis consisted 42.3% of the labor force in elementary occupations.

Dr. Chee pointed out that the challenges for ethnic students are structural. These included the 3-band school ranking, the education policy of biliteracy and trilingualism, and the lack of parental support in learning. For opportunities, Dr. Chee mentioned the Education Department’s plan to promote Chinese as a Second Language, and the decline of birth rate which has made ethnic minority student   an important source of student intake for less competitive schools. In her research she found that both parents and children have high aspirations for the future.

Dr. Ullah explaining the concept of multiculturalism

Dr. Ullah explained how multiculturalism was linked to pluralism and equality. Sharing his own upbringing in Hong Kong, he found that minority groups often were victims of stereotypes and prejudices.According to Dr. Ullah’s research,  the official curriculum has failed  the minority students.

Q and A session

Mrs. Shah was born in Hong Kong as a daughter of a Gurkha soldier. She went to school inside the Gurkha camp, which followed the curriculum in Nepal. After the Handover students were forced to switch to the local curriculum. She remembered she had Nepali teachers from Nepal, and they were able to celebrate all the traditional Nepali festivals in school before the Handover. Evenly so, she did not think she understood Nepali culture completely. Yet, she felt grateful for the Hong Kong Government for giving equal education opportunity to all, at least in the kindergarten sector. In her daily experience as a kindergarten teacher, a lot of ethnic minority parents wanted to teach their children Chinese, but they lacked Cantonese proficiency themselves. She noticed a significant rise in Nepali students in her kindergarten since she started to work there, because the parents preferred teachers who understood their culture and wereable to communicate with them. 

[Friday Seminar Recap] Race, Education, and Citizenship: Mobile Malaysians and a Culture of Migration

Race, Education, and Citizenship: Mobile Malaysians and a Culture of Migration

Speaker: KOH Sin Yee  
(Postdoctoral Fellow, Department of Public Policy, City University of Hong Kong)
Time: 12:30 p.m., Friday, 24 October, 2014  
Venue: Room 12 Humanities Building, New Asia College, CUHK

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The seminar

Dr. Koh argued that Malaysia’s brain drain and culture of migration amongst “mobile Malaysians” is a colonial legacy inherited and exacerbated by the post-colonial Malaysian state. Mobile Malaysians are the tertiary-educated Malaysians with transnational migration experience.

Dr. Koh collected data though interviews with informants in Singapore and the UK, as well as with returnees, and also did archival research. She tracked Malaysia’s brain drain and talent recruitment scheme. Many of the tertiary-educated Malaysians migrated to countries such as Singapore, Australia, United States, and the UK. The major reason for their emigration is initially for education. Many Malaysians, especially the Malaysian Chinese who have studied in Chinese schools, choose to continue their education in overseas institutions. Many do not think of it as a choice, but as normal. Some of them choose to reside in the foreign county and renounce their Malaysian citizenship after graduation, even though emigration will be considered as a disloyal act. To encourage foreign-educated Malaysians  to return to Malaysia, the government has adopted a series of measures, including tax relief and adaptation policies for the spouses and children. Yet, the racial policies lead many to hesitate to return.

Dr. KOH Sin Yee

Dr. Koh emphasized the role of the colonial legacy of racially- and languistically- stratified education system in the process. As Malaysia is a multi-ethnic country, the education system was segregated into four streams, Malay, English, Indian and Chinese. The English stream was the most prestigious and linked to better tertiary education opportunities, jobs and livelihood. Unlike the Malay stream, students in the Indian and Chinese stream are not allowed to transit into the English stream. To seek for better education opportunities, the students in the Indian and Chinese stream have no choice but to study abroad. Students may study in boarding school or a twinning programme first, then study for an overseas degree and look for post-graduate employment.

The attendants

Dr. Koh also found the Malaysians considered citizenship to be an ethno-national identity, instead of a matter of civil and political rights and responsibilities. Citizenship is also linked to the notion of loyalty, which is associated with the family, the place of origin and the ethnic group. Dr. Koh explained how many of the current issues stem from the facts of Malaysia’s history, from its founding as a multiethnic nation, the series of racial conflicts (including the Malayan union citizenship controversy, the Malayan emergency, and the race riots of 1969), and the resulting political alliance between race-based political parties (UMNO, MCA and MIC).