Description
| Summary: | 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.
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 reaction 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 the light of the Chinese party-state's efforts to create ethnic harmony and stability through a shared sense of national belonging.
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| Item Description: | Issued as part of UPCC book collections on Project MUSE. |
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| Physical Description: | 1 online resource (xx, 405 pages) : illustrations, maps. |
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| Bibliography: | Includes bibliographical references (pages 353-393) and index. |
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| ISBN: | 9789888268290
9888268295 |
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| Source of Description, Etc. Note: | Online resource; title from digital title page (JSTOR platform, viewed November 23, 2016). |
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