The State, Ethnic Identity, and Education : A Study of Primary Schooling for Minorities in Xinjiang and Inner Mongolia in China

• Author: Bing Liu
• Published Date: 01 Jan 1998
• Publisher: Institute of International Education Stockholm University
• Format: Book::149 pages
• ISBN10: 9171538321
• ISBN13: 9789171538321
• Country United States
• File size: 18 Mb
Download: The State, Ethnic Identity, and Education : A Study of Primary Schooling for Minorities in Xinjiang and Inner Mongolia in China

5 Chapter 4 focuses anew on ethnic minorities in China and the Chinese diaspora in official rhetoric on modernisation. To various uprisings of 2008 in 2009 that rocked Tibet and Xinjiang (one might add Inner Mongolia in 2011) « Elena Barabantseva, Overseas Chinese, Ethnic Minorities and Nationalism. De-centering China », China The Han minzu — minzu translated variously as “nationality” or “ethnic group” but generally used to indicate a state-recognized population category—officially constitutes 91.5 percent of China’s population. The Hanzu are recognized the state as the national together referred to as “minor minzu ” or “minorities The individual and pooled ORs of the association between ethnic affiliation and maternal or child health outcomes and service coverage are shown in the appendix (pp 9-13, 14-25) and Figure 2, Figure 3. The pooled crude odds of maternal mortality were twice as high for ethnic minorities than for Han women (OR 216 [95% CI 097–482]). Of all the 55 ethnic minorities in China, 53 have their own spoken languages, except the Hui and Manchu that use the Han language. Among them 22 use 28 scripts, and 12 ethnic groups, including the Zhuang, Bouyei and Miao, use 16 scripts which have been created or improved with the help of the government. In some regions where the majority of students are ethnic minorities, instruction is offered in both Mandarin and the dominant local language. Language policies vary region. While China officially recognizes 55 ethnic minorities, the Uyghur language was recently banned as a language of instruction in parts of Xinjiang province. They identified their state as "China" (中國), and referred to it as "Dulimbai Gurun" in Manchu. The Qing equated the lands of the Qing state (including present-day Manchuria, Dzungaria in Xinjiang, Mongolia, and other areas) as "China" in both the Chinese and Manchu languages, defining China as a multi-ethnic state. This study, situating in the context of Minzu University of China (MUC), the best university designated specifically for the education of ethnic minorities, seeks to explore the intersection between state schooling and ethnic identity construction of Tibetan students. Introduction: Religious Revival of Ethnic China. Liang, Yongjia. Whereas Buddhism practised in Tibet and Inner Mongolia, Islam in Xinjiang and the northwest, and of Christianity among the Hmong and the Lisu ethnic minorities, have been classified as not "Chinese". However, In China, primary and secondary education takes 12 years to complete, divided into primary, junior secondary and senior secondary stages. Primary education lasts either five or six years with the former accounting for 35 percent of the total enrollment and the latter 65 percent of the total enrollment. Therefore, education for minorities is a part of China's overall defense strategy, focusing on the pacification of minorities within its borders (Sharpes, 1993). In the 1950s Xinjiang, Inner-Mongolia, Tibet, Ningxia, and Guangxi – five provinces with large minority populations — were designated as autonomous minority nationality regions. This edited volume brings together essays leading experts exploring different aspects of ethnic minority education in China: among these are the challenges a Minority Education in China: Balancing Unity and Diversity in an Era of In short, state schooling can affect nomadic lifestyles in fundamental ways. The Other writing system for Chinese languages in China include: Nüshu script; Ten nationalities who never had a written system have, under the PRC's encouragement, developed phonetic alphabets. According to a government white paper published in early 2005, " the end of 2003, 22 ethnic minorities in China used 28 written languages. Regional autonomy for ethnic minorities in China means that, under the unified leadership of the state, regional autonomy is practiced in areas where people of ethnic minorities live in compact In 2000, the Chinese Communist Party established the Xinjiang Class (Xinjiang neidi gaozhong ban), a program that funds middle school-aged students from Xinjiang, mostly ethnic Uyghur, to attend school in predominately Han populated cities located throughout eastern China.This paper examines the efficacy of the Xinjiang Class in promoting ethnic unity and Chinese nationalism. Analyzing the changing official roles designated for both overseas Chinese and internal “ethnic minorities” over the past century, from the fall of the Qing to the ethnic clashes in Tibet and Xinjiang in 2008–2009, Barabantseva’s study of the peripheries highlights issues at the core of identity politics and state legitimacy in China today. Inner Mongolia Xinjiang “All nationalities in the People's Republic of China are equal. The state protects the lawful rights and interests of minority nationalities and upholds and develops the on language education for minorities in 1951 (China, 1991, 28– 40): The College English Test (CET) is one of the entry and exit requirements for undergraduate study for any major at universities in China. Its high status reflects the prominent role ascribed to the English language in the nation's economic development. For many students from China's 55 ethnic minority groups, the CET represents a formidable hurdle: they typically received piecemeal exposure to Over the past twenty years, the unrest in Xinjiang has intensified and Uyghur nationalist feeling has strengthened. This study aims to throw light on the causes of the current rise of Uyghur nationalism and the forms it has taken. We shall draw attention to the determining effect of a socio-political context driven colonial logics in order to explain how the nationalist ideology has been

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