James Leibold and Yangbin Chen (eds)
- Published in print:
- 2013
- Published Online:
- May 2014
- ISBN:
- 9789888208135
- eISBN:
- 9789888268283
- Item type:
- book
- Publisher:
- Hong Kong University Press
- DOI:
- 10.5790/hongkong/9789888208135.001.0001
- Subject:
- Education, Educational Policy and Politics
This edited volume brings together essays by leading experts exploring different aspects of ethnic minority education in China: among these are the challenges associated with bilingual and trilingual ...
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This edited volume brings together essays by leading experts exploring different aspects of ethnic minority education in China: among these are the challenges associated with bilingual and trilingual education in Xinjiang and Tibet; Han Chinese reactions to preferential minority education; the role of inland boarding schools for minority students, and the mediation of religion and culture in multiethnic schools. The book covers these topics from a range of different perspectives: Uyghur, Tibetan, Korean, Mongolian, Han, and those of the West, combining empirical field studies with theoretical approaches. Previous scholarship has explored the pedagogical and policy challenges of minority education in China; this is the first volume to recast these problems in light of the Chinese Party-state’s efforts to balance ethnic diversity and cohesion through a shared sense of national belonging in the twenty-first century.Less
This edited volume brings together essays by leading experts exploring different aspects of ethnic minority education in China: among these are the challenges associated with bilingual and trilingual education in Xinjiang and Tibet; Han Chinese reactions to preferential minority education; the role of inland boarding schools for minority students, and the mediation of religion and culture in multiethnic schools. The book covers these topics from a range of different perspectives: Uyghur, Tibetan, Korean, Mongolian, Han, and those of the West, combining empirical field studies with theoretical approaches. Previous scholarship has explored the pedagogical and policy challenges of minority education in China; this is the first volume to recast these problems in light of the Chinese Party-state’s efforts to balance ethnic diversity and cohesion through a shared sense of national belonging in the twenty-first century.
