Becoming by Returning Home in The Wondrous Woo

Author(s):  
Yiwen Tao

In Carrianne K. Y. Leung’s novel The Wondrous Woo, the 1.5 generation – those who were born elsewhere but came to Canada at an early age – represent the challenge of becoming through returning “home.” The uneasy marriage of becoming and homecoming that runs through the novel is decisively realistic. Woo blends elements of magic with realism only to reject romanticized rhetoric and advocate for the urgency of truth-telling and social empowerment. By juxtaposing different stories of becoming with various forms of homeward struggles, the novel gives expression to the transgenerational traumas and challenges that beset the 1.5 generation in the depths of their “homelessness.” In part, this challenge surrounding their becoming is a social one. Through its themes of homelessness, self-parenting, and mental illness, the novel details the struggles of Chinese immigrant families as they are handicapped by a lack of social knowledge. Unfolding around the efforts of the Woo children to transcend their immigrant backgrounds and negotiate empowerment and flourishing away from hostile social forces, the novel ends on a note of hope, suggesting that the hardships that the 1.5 generation endure can lead to a rich and fulfilling life. I will discuss the notions of home and belonging in the novel by bringing Martin Buber’s I and Thou and Kantian ethics in tandem, arguing that wherever an I-Thou bond develops, the formula of humanity is guarded, and home becomes possible.

2009 ◽  
Author(s):  
Anna S. Lau ◽  
Joey Fung ◽  
Lisa L. Liu ◽  
Omar G. Gudino ◽  
Lorinda Ho ◽  
...  

2017 ◽  
Vol 19 (3) ◽  
pp. 219-230 ◽  
Author(s):  
Angel Chan

This article advocates for fluid pedagogies that align with the transnational parenting practices of immigrant families. New Zealand is now considered to be a superdiverse country with a large population of immigrants. This superdiversity phenomenon can therefore also be found in its early childhood education settings. Research has indicated that many contemporary immigrants are transnationals who maintain close connections with their home countries and frequently engage in border-crossing activities. Transnational immigrants are mobile, and their parenting strategies may be similarly fluid. This article uses findings from a research project which involved Chinese immigrant families to illustrate transnational perspectives of early childhood education and parenting practices. Narrative excerpts are presented and analysed using key theoretical constructs of transnationalism to illustrate the participants’ cultural dilemmas in their parenting, their preparedness to adapt their heritage practices and to adopt early childhood education discourses of the host country, and their agency in choosing parenting strategies that they believed best support their children’s learning. It highlights the importance of parent–teacher dialogue and of enacting a curriculum with fluid pedagogies that are responsive to heterogeneous parental aspirations.


Sign in / Sign up

Export Citation Format

Share Document