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Cultural exclusion in China : state education, social mobility and cultural difference
Based on extensive original research, this book explores cultural exclusion in China, in particular with regard to ethnic minorities, demonstrating how educational inequality and cultural exclusion lie at the root of the widely recognised problems of poverty and economic inequality.
Book
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 mul¬tiethnic 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.
eBook
Language power and hierarchy : multilingual education in China
\"Shunning polemicism and fashioning a new agenda for a critically informed yet practically orientated approach, this book explores aspects of multilingual education in the People's Republic of China (PRC). Amongst other issues, it also looks at the challenges associated with bilingual and trilingual education in Xinjiang and Tibet as well as the mediation between religion and culture in multi-ethnic schools, covering these issues from a range of perspectives - Korean, Uyghur, Tibetan, Mongolian and Yi. The PRC promotes itself as a harmonious, stable multicultural mosaic, with over 50 distinct ethnic groups striving for common prosperity. Beneath this rhetoric, there is also inter-ethnic discord, with scenes of ethnic violence in Lhasa and Urumqi over the last few years. China has a complex system of multilingual education - with dual-pathway curricula, bilingual and trilingual instruction, specialised ethnic schools. This education system is a lynchpin in the Communist party state's efforts to keep a lid on simmering tensions and transform a rhetoric of harmony into a critical pluralistic harmonious multiculturalism. This book examines this supposed lynchpin\"-- Provided by publisher.
Book
China's Assimilationist Language Policy
China has huge ethnic minorities - over 40 different groups with a total population of over 100 million. Over time China's policies towards minority languages have varied, changing from policies which have accommodated minority languages to policies which have encouraged integration. At present integrationist policies predominate, notably in the education system, where instruction in minority languages is being edged out in favour of instruction in Mandarin Chinese. This book assesses the current state of indigenous and minority language policy in China. It considers especially language policy in the education system, including in higher education, and provides detailed case studies of how particular ethnic minorities are being affected by the integrationist, or assimilationist, approach.
eBook
Minority languages, education and communities in China
Thebook outlines the evolution and role of minority languages locally and nationally; it investigates current educational language policies in minority areas; and it assesses the social and economic outcomes of language change for communities in contemporary China.
eBook
Is Taiwan Chinese?
The \"one China\" policy officially supported by the People's Republic of China, the United States, and other countries asserts that there is only one China and Taiwan is a part of it. The debate over whether the people of Taiwan are Chinese or independently Taiwanese is, Melissa J. Brown argues, a matter of identity: Han ethnic identity, Chinese national identity, and the relationship of both of these to the new Taiwanese identity forged in the 1990s. In a unique comparison of ethnographic and historical case studies drawn from both Taiwan and China, Brown's book shows how identity is shaped by social experience—not culture and ancestry, as is commonly claimed in political rhetoric.
eBook
Do higher educated people feel happier?—Evidence of Han and minority nationalities from China
Based on the data of China General Social Survey (CGSS), this study adopts empirical analysis method to explore the impact of education on residents’ subjective well-being and its differentiated mechanism in different ethnic groups. The results show that, first of all, education significantly improves residents’ subjective well-being, and the conclusion is still robust after controlling for endogenous problems. Secondly, compared with Han nationality, education has a more significant effect on the subjective well-being of ethnic minority residents. Finally, by comparing the internal mechanism of education on the subjective well-being of Han and ethnic minority residents, the research finds that education mainly improves subjective well-being by improving residents’ relative income level and enhancing their social class identification, in which the intermediary effect of income is particularly prominent. However, in the Han population, education may weaken the sense of fairness, and thus reduce happiness to some extent; This phenomenon has not been verified in ethnic minority groups. This study not only expands the literature on the relationship between education and subjective well-being, but also has important policy implications, providing a strong empirical basis for formulating more accurate education policies, improving the happiness of ethnic minority residents, and enhancing national cohesion.
Journal Article
Artificial Intelligence and New Technologies in Inclusive Education for Minority Students: A Systematic Review
Artificial intelligence (AI) and new technologies are having a pervasive impact on modern societies and communities. Given the potential of these new technologies to transform the way things are done, it is important to understand how they can be used to support inclusive education, particularly regarding minority students. This systematic review analyzes the advantages and challenges of using AI and new technologies in different sociocultural contexts, and their impact on minority students. In terms of advantages, this review found that AI and new technologies (a) improved student performance, (b) encouraged student interest in STEM/STEAM, (c) promoted student engagement, and (d) showed other advantages. This review also identifies the main challenges associated with the use of AI and new technologies for inclusive education: (a) technological challenges, (b) pedagogical challenges, (c) dataset limitations, (d) low satisfaction using technology, and (e) cultural differences. This review proposes some solutions to these challenges at the pedagogical, technological, and sociocultural levels, and also explores important aspects of inclusive education that address the students’ sociocultural diversity. The findings and implications will aid teachers, practitioners, and policymakers in making decisions on the effective use of AI and new technologies to support sociocultural inclusiveness in education.
Journal Article
The Han-minority achievement gap, language, and returns to schools in rural China
Although access to quality education in rural China has expanded dramatically over the past 3 decades, significant disparities persist between ethnic minorities and the Han majority. This article compares the academic achievement and determinants of achievement of minority and Han students in rural western China. In a survey of nearly 21,000 primary school students, we find that minority students score significantly lower than their Han peers on standardized exams in math and Chinese. This Han-minority achievement gap is largest for minority students whose primary language is not standard Mandarin (putonghua): these students score on average more than 0.6 standard deviations lower than Han students in both subjects. For minority students whose primary language is standard Mandarin, the gap with Han students is almost fully explained by different endowments of student, class peer, teacher, and school characteristics. Endowments of these characteristics, however, explain little of the achievement gap for non-Mandarin minority students. A fixed effects analysis also shows that the returns to Han students of attending individual schools tend to be larger than those to minority students with similar characteristics. Further, these school-specific differential returns to Han and minority students are most strongly associated with the characteristics of teachers.
Journal Article
Ethnic Diversity, Trust and Corporate Social Responsibility: The Moderating Effects of Marketization and Language
While the effect of culture on finance and management has been well documented in the literature, it is unclear whether and by which channel(s) ethnic diversity affects corporate social responsibility (CSR). Integrating social identity theory and neo-institutional theory, we investigate the ethnic diversity–CSR relation and explore potential mechanisms and boundary conditions. Based on the distribution of ethnic groups across different regions in China, We find that ethnic diversity negatively affects firms’ CSR performance. We document that social trust mediates the negative ethnic diversity–CSR relationship, and linguistic diversity strengthens and marketization mitigates this relation. The results are robust for potential endogeneity and alternative measures of ethnic diversity and CSR performance. Our study highlights the impact of ethnic diversity on corporate behaviors, and provides practical and ethical implications on CSR promotion.
Journal Article