NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1130213
Record Type: Journal
Publication Date: 2015
Pages: 12
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1061-1932
EISSN: N/A
Assimilation or Ethnicization: An Exploration of Inland Tibet Class Education Policy and Practice
Miaoyan, Yang; Dunzhu, Nima
Chinese Education & Society, v48 n5 p341-352 2015
Assimilation and ethnicization are mainstream voices in current studies of ethnic relations. The former suspects that current social system arrangements are meant to assimilate minority groups into the cultural system of the mainstream ethnic group, while the latter believes that current systemic arrangements will cause minority groups to tend toward having ethnic social lives. The authors examine the life histories of 40 inland Tibet class students who studied in inland classes, moved on to college education, and then returned to Tibet to work. It gives a detailed account of the history and development of the inland Tibet class policy, the practice of inland Tibet class education, the educational experiences and ethnic identification of students, and students' life status after returning to Tibet to work. In this overall course of examination the authors find that actually assimilation and ethnicization are only one side or one stage in the many life courses of inland Tibet class students. [English translation © 2016 Taylor & Francis, Inc., from the Chinese text by Yang Miaoyan and Nima Dunzhu. Translated by Jeff Keller. Originally published in the "Proceedings of The Second Educational Anthropology Annual Conference; Cultural Diversity and Education International Conference", November 2015.]
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Middle Schools; Secondary Education; Junior High Schools; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China
Grant or Contract Numbers: N/A