By Howard W. French
A prizewinning international correspondent and previous New York Times bureau leader in Shanghai and in West and primary Africa, Howard French is uniquely situated to inform the tale of China in Africa. via meticulous on-the-ground reporting—conducted in Mandarin, French, and Portuguese, between different languages—French crafts a layered research of magnificent intensity and breadth as he engages not just with policy-shaping moguls and diplomats, but in addition with the normal women and men navigating the street-level realities of cooperation, prejudice, corruption, and chance cast by way of this seismic geopolitical improvement. With incisiveness and empathy, French unearths the human face of China's monetary, political, and human presence around the African continent—and in doing so unearths what's at stake for everybody involved.
We meet a extensive spectrum of China's dogged emigrant inhabitants, from these single-handedly reshaping African infrastructure, trade, or even setting (a self-made magnate who harnessed Zambia's now-booming copper alternate; a trees entrepreneur decided to reap everything of Liberia's old-growth redwoods), to these simply slightly scraping by means of (a sibling pair working small companies regardless of overall illiteracy; a karaoke bar owner-cum-brothel madam), nonetheless confident that Africa presents them higher possibilities than their place of birth. And we stumble upon an both panoramic array of African responses: a citizens' backlash in Senegal opposed to a "Trojan horse" chinese language development venture (a tower advanced to be outfitted over a liked football box, which locals proposal might bring about overbearing chinese language strain on their economy); a Zambian political candidate who, having protested China's intrusiveness in the course of the prior election and misplaced, now turns accommodating; the ascendant heart category of an commercial boom-town; African mine employees bitterly condemning their overseas employers, mentioning insufficient safeguard precautions and wages a fragment in their immigrant counterparts'.
French's nuanced photographs display the paradigms forming round this new global order, from the all-too-familiar echoes of colonial ambition—exploitation of assets and exertions; cut-rate infrastructure initiatives; doubtful treaties—to new frontiers of cultural and monetary alternate, the place dichotomies of suspicion and belief, assimilation and isolation, idealism and disillusionment are in dynamic flux.
Part intrepid travelogue, half cultural census, half commercial and political exposé, French's keenly saw account finally bargains a clean viewpoint at the so much urgent unknowns of recent Sino-African family: why China is making the incursions it really is, simply how vast its cultural and fiscal inroads are, what Africa's function within the equation is, and simply what the ramifications for either parties—and the staring at world—will be within the foreseeable destiny.
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Extra info for China's Second Continent: How a Million Migrants Are Building a New Empire in Africa
Lasky (2005) used sociocultural theory and mediated agency as a lens to explore the dynamic interplay among teacher identity, agency and context in secondary school reform in Canada. The teachers reported experiencing professional vulnerability in terms of their purposes in teaching students. The analysis shows that two mediational systems shaped teacher agency and their professional vulnerability: early influences on teacher identity and the current reform context. Data reveal gaps/disjuncture between teacher identity and the expectations of the new reform mandates.
Teacher agency was constrained in the new reform context. This study offered an effective conceptual framework to address teacher-mediated agency. As for reform, the failure of change and development may be caused by the resistance from practitioners who encounter disturbance in their work activity in the process of shifting to new practice. Van Lier warns of the mistake of viewing agency through ‘a window of conformity with established classroom practices and rejecting forms of resistance (however subtle) as expressing lack of agency’ (van Lier 2008, p.
Hargreaves (1994) argues that deep cultural changes are much more effective in improving classroom practices than quick structural fixes. Particularly, Hargreaves argues that it is more effective for groups of teachers to discuss and search out ways to organise their programme and take action in their own school community than to submit to centralised curriculum reform control. Hargreaves highlights individualism and collaborative culture as the basis of understanding some limits and potentials of educational change.