Following significant interethnic violence beginning in 2008, Chinese intellectuals and policymakers are now engaged in unprecedented debate over the future direction of their country's ethnic policies. This study attempts to gauge current Chinese opinion on this once-secretive and still highly sensitive area of national policy. Domestic Chinese opinion on ethnic policies over the last five years is reviewed and implications for future policies under the new leadership of CPC Secretary General Xi Jinping are explored. Careful review of a wide spectrum of contemporary Chinese commentary identifies an emerging consensus for ethnic-policy reform. Leading public intellectuals, as well as some party officials, now openly call for new measures strengthening national integration at the expense of minority rights and autonomy. These reformers argue that divisive ethnic policies adopted from the former USSR must be replaced by those supporting an ethnic "melting pot" concept. Despite this important shift in opinion, such radical policy changes as ending regional ethnic autonomy or minority preferences are unlikely over the short-to-medium term. Small-yet-significant adjustments in rhetoric and policy emphasis are, however, expected as the party-state attempts to strengthen interethnic cohesiveness as a part of its larger agenda of stability maintenance. About the author James Leibold is a senior lecturer in Politics and Asian Studies at La Trobe University in Melbourne, Australia. He is the author of Reconfiguring Chinese Nationalism (2007) and co-editor of Critical Han Studies (2012) and Minority Education in China (forthcoming). His research on ethnicity, nationalism, and race in modern China has appeared in The China Journal, The China Quarterly, The Journal of Asian Studies, Modern China, and other publications.

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.

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

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.

Studies China's "Ethnic classification project" (minzu shibie) of 1954, conducted in Yunnan province.

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).

This book analyses the behaviour of ethnic minority groups in China using the first comprehensive national dataset dedicated to capturing the socio-economic profile of ethnic minorities: the China Household Ethnicity Survey (CHES). Managing ethnic diversity in China has become an increasingly important subject, especially against the backdrop of the nation’s rampant economic growth and changing institutional behaviour. The book has an analytical interest in looking at the benefactors of China’s growth from an ethnic group dimension, and notably, how the economic life of the 55 ethnic minority groups compares to the Han majority. It’s one of the first publications to capture the heterogeneity of ethnic minority groups’ socio-economic experience, through intersectional analysis and multi-disciplinary approaches. Contributing factors in explaining ethnic minorities’ experiences in the urban labour market are also considered: from how linguistic capital and migration patterns vary for ethnic minorities, to the effects of pro-rural policies. Underpinning these are questions about the extent to which happiness and discrimination impact the economic life of ethnic minorities. Ethnicity and Inequality in China will prove an invaluable resource for students and scholars of economics, sociology and contemporary Chinese Studies more broadly.

This book describes and analyzes the situation of minority languages in China.

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

Covers "government-mandated preferences for government-designated groups ... with special attention to programs in India, Nigeria, Malaysia, Sri Lanka, and the United States.