Citation Analysis of Higher Education Texts in Selected Databases: A Comparis...Che-Wei Lee
"In this article, we aimed to investigate the dynamics of higher education texts from 2002 to 2011 by identifying the most frequently cited references, the highest cited authors, and the correlations among the co-citations. Citation and Co-Citation analyses were used to examine 1,941 cited journal articles from 41,001 publications published in SCI and SSCI databases. We juxtaposed the status of citations between two periods of 2002-2006 and 2007-2011. Results showed research trends changed significantly. Some generative reflections, methodological limitations, future research recommendations were discussed as well.
Citation Analysis of Higher Education Texts in Selected Databases: A Comparis...Che-Wei Lee
"In this article, we aimed to investigate the dynamics of higher education texts from 2002 to 2011 by identifying the most frequently cited references, the highest cited authors, and the correlations among the co-citations. Citation and Co-Citation analyses were used to examine 1,941 cited journal articles from 41,001 publications published in SCI and SSCI databases. We juxtaposed the status of citations between two periods of 2002-2006 and 2007-2011. Results showed research trends changed significantly. Some generative reflections, methodological limitations, future research recommendations were discussed as well.
Policy Debates and Indigenous Education: The Trialectic of Language, Culture,...Che-Wei Lee
As one of co-authors, I presented several policy debate topics and the increasingly important role education institutions play in preserving indigenous languages, culture, and identity. Five country case examples include China, Mexico, Taiwan, Uganda, and the United States. The historical-narrative methodology, including document, policy, and discourse analyses, is used to examine the indigenous policies followed by the debates. The findings show that most indigenous people suffer, in one degree or another, from poverty, discrimination, and marginalization issues. Most indigenous peoples make up about one third of the 900 million extremely poor rural people living on the earth. Indigenous languages, cultures, and identities are increasingly disappearing due to government policies that often prevent their preservation or systematically aim at assimilating indigenous peoples into mainstream societies. This study is of significance in explaining the dynamic relationship among these states’ ideologies, strategies, and indigenous populations’ reactions. Implications provide various stakeholders at all levels with a better understanding of how national beliefs about indigenous policies relate to their strategy use.
Keywords: indigenous language, indigenous culture, indigenous identity, indigenous education, indigenous police
Building University Consortia in Indonesia: Challenges and Potential for Coll...Che-Wei Lee
I co-presented with Dr. W. James Jacob at the 7th International Workshop on Higher Education Reform on 7 October 2010. Location: St. John's College, 2111 Lower Mall, University of British Columbia, Vancouver, BC, Canada. Theme: Reform of University Governance-Developments, Policy, Fads, and Experience in Comparative Perspective
Mapping a Transculturation Education Paradigm for Indigenous Peoples: Dialect...Che-Wei Lee
58th Annual Conference of the Comparative and International Education Society
12 March 2014, 3:30-5:00pm, Building/Room: Sheraton Downtown/Peel
Sheraton Centre Toronto Hotel, 123 Queen Street West, Toronto, Ontario M5H 2M9, Canada
Policy Debates and Indigenous Education: The Trialectic of Language, Culture,...Che-Wei Lee
In this chapter, we explore several policy debate topics associated with indigenous education with a focus on the issues of indigenous languages, cultures, and identity. Highly political by nature, the terms indigeneity and indigenous rights are central to most policy debates with direct implications on social justice issues, human rights, and education in general. Besides examining global indigenous declarations that directly influence indigenous education, we also examine policy debate issues within five country contexts—in China, Mexico, Taiwan, Uganda, and the United States. We use the term indigenous genocide to account for any former, current, or future government policy that intentionally causes the assimilation of indigenous peoples into the dominant national culture. Examples are given in the five case countries of how indigenous genocide can lead to the genocide of indigenous peoples’ languages, cultures, and/or identities. The chapter concludes by highlighting the central role indigenous education can play in being able to curb or reverse indigenous genocidal policies. Crucial to reversing anti-indigenous policies is the involvement and empowerment of indigenous peoples in every facet of the policy planning and implementation processes.
CIES Language Issues SIG Fall 2014 NewsletterChe-Wei Lee
This newsletter describes my research news, publication's abstract, biography (with my photo), and an essay about indigenous language issues in Taiwan.
The Experience of Writing the Comprehensive ExaminationChe-Wei Lee
This presentation was presented at the Research Apprenticeship Course Meeting for Dr. Jacob’s Doctoral Students
Wednesday, 8 October 2014, 2:30 – 3:30 p.m. (EDT)
Room 4321 Wesley W. Posvar Hall
University of Pittsburgh
Policy Debates and Indigenous Education: The Trialectic of Language, Culture,...Che-Wei Lee
As one of co-authors, I presented several policy debate topics and the increasingly important role education institutions play in preserving indigenous languages, culture, and identity. Five country case examples include China, Mexico, Taiwan, Uganda, and the United States. The historical-narrative methodology, including document, policy, and discourse analyses, is used to examine the indigenous policies followed by the debates. The findings show that most indigenous people suffer, in one degree or another, from poverty, discrimination, and marginalization issues. Most indigenous peoples make up about one third of the 900 million extremely poor rural people living on the earth. Indigenous languages, cultures, and identities are increasingly disappearing due to government policies that often prevent their preservation or systematically aim at assimilating indigenous peoples into mainstream societies. This study is of significance in explaining the dynamic relationship among these states’ ideologies, strategies, and indigenous populations’ reactions. Implications provide various stakeholders at all levels with a better understanding of how national beliefs about indigenous policies relate to their strategy use.
Keywords: indigenous language, indigenous culture, indigenous identity, indigenous education, indigenous police
Building University Consortia in Indonesia: Challenges and Potential for Coll...Che-Wei Lee
I co-presented with Dr. W. James Jacob at the 7th International Workshop on Higher Education Reform on 7 October 2010. Location: St. John's College, 2111 Lower Mall, University of British Columbia, Vancouver, BC, Canada. Theme: Reform of University Governance-Developments, Policy, Fads, and Experience in Comparative Perspective
Mapping a Transculturation Education Paradigm for Indigenous Peoples: Dialect...Che-Wei Lee
58th Annual Conference of the Comparative and International Education Society
12 March 2014, 3:30-5:00pm, Building/Room: Sheraton Downtown/Peel
Sheraton Centre Toronto Hotel, 123 Queen Street West, Toronto, Ontario M5H 2M9, Canada
Policy Debates and Indigenous Education: The Trialectic of Language, Culture,...Che-Wei Lee
In this chapter, we explore several policy debate topics associated with indigenous education with a focus on the issues of indigenous languages, cultures, and identity. Highly political by nature, the terms indigeneity and indigenous rights are central to most policy debates with direct implications on social justice issues, human rights, and education in general. Besides examining global indigenous declarations that directly influence indigenous education, we also examine policy debate issues within five country contexts—in China, Mexico, Taiwan, Uganda, and the United States. We use the term indigenous genocide to account for any former, current, or future government policy that intentionally causes the assimilation of indigenous peoples into the dominant national culture. Examples are given in the five case countries of how indigenous genocide can lead to the genocide of indigenous peoples’ languages, cultures, and/or identities. The chapter concludes by highlighting the central role indigenous education can play in being able to curb or reverse indigenous genocidal policies. Crucial to reversing anti-indigenous policies is the involvement and empowerment of indigenous peoples in every facet of the policy planning and implementation processes.
CIES Language Issues SIG Fall 2014 NewsletterChe-Wei Lee
This newsletter describes my research news, publication's abstract, biography (with my photo), and an essay about indigenous language issues in Taiwan.
The Experience of Writing the Comprehensive ExaminationChe-Wei Lee
This presentation was presented at the Research Apprenticeship Course Meeting for Dr. Jacob’s Doctoral Students
Wednesday, 8 October 2014, 2:30 – 3:30 p.m. (EDT)
Room 4321 Wesley W. Posvar Hall
University of Pittsburgh
Can Conditional Preferential Policy Motivate Taiwan’s Aboriginal Students to ...Che-Wei Lee
58th Annual Conference of the Comparative and International Education Society
Wednesday, 12 March 2014, 8:00-9:30am, Building/Room: Sheraton Downtown
Sheraton Centre Toronto Hotel, 123 Queen Street West, Toronto, Ontario M5H 2M9, Canada