Chinese ethnic minority education is virtually unknown to readers outside China. Based on extensive qualitative and quantitative data, this book examines the basic education policies for ethnic minorities in China and describes policy implementation. It also discusses successful case studies, restrictive factors, existing gaps and challenges as well as the associated problems, highlighting teacher training and the role of policymakers. The authors propose recommendations to address the challenges faced by Chinese education, and to develop and implement culturally sensitive basic education for ethnic minorities in the country. Offering a rare glimpse inside minority schools in different parts of the country, the book appeals to educators, scholars, decision-makers and anyone interested in diversity education (intercultural, multicultural, global education).

China has been ethnically, linguistically, and religiously diverse. This volume recasts the pedagogical and policy challenges of minority education in China in the light of the state's efforts to balance unity and diversity. It brings together leading experts including both critical voices writing from outside China and those working inside China's educational system. The essays explore different aspects of ethnic minority education in China: the challenges associated with bilingual and trilingual education in Xinjiang and Tibet; Han Chinese reactions to preferential minority education; the ro.

This comparative study of the Naxi and Tai minority groups in Southwestern China examines the implementation and reception of state minority education policy. Hansen (Center for Development and the Environment, U. of Oslo) argues that state policy is not uniformly successful among all minorities, no

This much-needed volume explains who ethnic minorities are and how well do they do in China. In addition to offering general information about ethnic minority groups in China, it discusses some important issues around ethnicity, including ethnic inequality, minority rights, and multiculturalism. Drawing on insights and perspectives from scholars in different continents the contributions provide critical reflections on where the field has been and where it is going, offering readers possible directions for future research on minority ethnicity in China. The Handbook reviews research and addresses key conceptual, theoretical and methodological issues in the study of ethnicity in China.

This volume focuses on policies and practices in the education of China's national minorities with the purpose of assessing the goals and impact of state sponsored education for China's non-Han people's. The essays in the four sections of this book examine cultural challenges to state schooling, the extent of educational provision in minority areas, the perspectives of Tibetan and Uyghur minorities toward state education, along with providing case studies of four national minorities. The book makes the point that despite the authoritarian character of China's state schooling, diversity reigns.

This book, based on extensive original research, explores cultural exclusion in China, in particular with regard to ethnic minorities, demonstrating how educational inequality and cultural exclusion lie at the root of the widely recognised problems of poverty and economic inequality.

The educational system in China's Yanbian Prefecture presents a relatively successful model for Korean ethnic education. Koreans in China have a much higher percentage of literacy and middle school and college graduation than the national average or any other minority nationality. Despite the integrationist impulses of the Chinese nationality policy during the Rectification Movement and the Cultural Revolution, the Korean minority has successfully sustained its ethnic identity. Central to the well-being of the Korean minority in China is its continuing achievement of the highest level of educational attainment. Within the moderate nationality policy currently enunciated by Beijing, the ethnically based education system of the Korean minority in Northeast China presents a program to be studied and emulated by other minority nationalities.

This book looks closely at Yi bilingual education practice in the southwest of China from an educationalist’s perspective and, in doing so, provides an insight toward our understanding of minority language maintenance and bilingual education implementation in China. The book provides an overview on the Yi people since 1949, their history, society, culture, customs and languages. Adopting the theory of language ecology, data was collected among different Yi groups and case studies were focused on Yi bilingual schools. By looking into the application of the Chinese government’s multilingual language and education policy over the last 30 years with its underlying language ideology and practices the book reveals the de facto language policy by analyzing the language management at school level, the linguistic landscape around the Yi community, as well as the language attitude and cultural identities held by present Yi students, teachers and parents. The book is relevant for anyone looking to more deeply understand bilingual education and language maintenance in today’s global context.

Gender, ethnicity, and nation in China, as seen through an ethnography of the changing cultural production of the Miao, a minority population.

The book addresses issues related to the education of ethnic minority individuals in the multilingual Asian region. It features recent research and practices of scholars aiming to rethink educational policy and practice surrounding the education of ethnic minority students with a variety of language scenarios in Hong Kong and other Asian contexts. It documents how ethnicity and inequality are played out at policy, school, and individual levels, and how these affect the education of ethnic minorities in their host societies. Using a range of methods, from surveys to interviews and document analysis, this book describes the links between language, identity and educational inequality related to ethnic minorities in Asian contexts.