James Leibold is senior lecturer in politics and Asian studies at La Trobe University, Australia. He is the author of Reconfiguring Chinese Nationalism: How the Qing Frontier and Its Indigenes Became Chinese (2007), Ethnic Policy in China: Is Reform Inevitable? (2013), and co-editor of Critical Han Studies: The History, Representation and Identity of China's Majority (2012). Chen Yangbin is lecturer in Chinese studies in the School of Humanities at La Trobe University and the author of Muslim Uyghur Students in a Chinese Boarding School: Social Recapitalization as a Response to Ethnic Integration (2008).

This book is a timely and original contribution to the research of minority education in China that covers a wide range of topics including language, religion, gender, and intellectual styles. It will be a useful reference for scholars, graduate students, and policy makers in relation to minority education in particular. -- Yi Lin, professor of sociology, Xiamen University, China A splendid book on an important topic. It raises diverse issues on education for minorities in China, which involves pressing problems of equality, interethnic relations, gender, and others. The essays are balanced, fair, wide-ranging, and critical yet sympathetic. The contributors include leading authorities on the subject, with representatives of several of China's ethnic groups. It is a first-rate and innovative study, which I strongly recommend. Griffith University, Australia -- Colin Mackerras, Griffith University, Australia

James Leibold is senior lecturer in politics and Asian studies at La Trobe University, Australia. He is the author of Reconfiguring Chinese Nationalism: How the Qing Frontier and Its Indigenes Became Chinese (2007), Ethnic Policy in China: Is Reform Inevitable? (2013), and co-editor of Critical Han Studies: The History, Representation and Identity of China's Majority (2012). Chen Yangbin is lecturer in Chinese studies in the School of Humanities at La Trobe University and the author of Muslim Uyghur Students in a Chinese Boarding School: Social Recapitalization as a Response to Ethnic Integration (2008).

This book is a timely and original contribution to the research of minority education in China that covers a wide range of topics including language, religion, gender, and intellectual styles. It will be a useful reference for scholars, graduate students, and policy makers in relation to minority education in particular. -- Yi Lin, professor of sociology, Xiamen University, China A splendid book on an important topic. It raises diverse issues on education for minorities in China, which involves pressing problems of equality, interethnic relations, gender, and others. The essays are balanced, fair, wide-ranging, and critical yet sympathetic. The contributors include leading authorities on the subject, with representatives of several of China's ethnic groups. It is a first-rate and innovative study, which I strongly recommend. Griffith University, Australia -- Colin Mackerras, Griffith University, Australia

James Leibold is senior lecturer in politics and Asian studies at La Trobe University, Australia. He is the author of Reconfiguring Chinese Nationalism: How the Qing Frontier and Its Indigenes Became Chinese (2007), Ethnic Policy in China: Is Reform Inevitable? (2013), and co-editor of Critical Han Studies: The History, Representation and Identity of China's Majority (2012). Chen Yangbin is lecturer in Chinese studies in the School of Humanities at La Trobe University and the author of Muslim Uyghur Students in a Chinese Boarding School: Social Recapitalization as a Response to Ethnic Integration (2008).

This book is a timely and original contribution to the research of minority education in China that covers a wide range of topics including language, religion, gender, and intellectual styles. It will be a useful reference for scholars, graduate students, and policy makers in relation to minority education in particular. -- Yi Lin, professor of sociology, Xiamen University, China A splendid book on an important topic. It raises diverse issues on education for minorities in China, which involves pressing problems of equality, interethnic relations, gender, and others. The essays are balanced, fair, wide-ranging, and critical yet sympathetic. The contributors include leading authorities on the subject, with representatives of several of China's ethnic groups. It is a first-rate and innovative study, which I strongly recommend. Griffith University, Australia -- Colin Mackerras, Griffith University, Australia