Yangbin Chen – författare
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2 produkter
2 produkter
Muslim Uyghur Students in a Chinese Boarding School
Social Recapitalization as a Response to Ethnic Integration
Inbunden, Engelska, 2008
1 319 kr
Skickas inom 10-15 vardagar
One of the most controversial policies in Chinese minority education concerns the so-called inland ethnic minority schools or classes in Han inhabited areas in China. Since 2000, boarding Xinjiang Classes have been established in the eastern cities of China for high school students from the Xinjiang Uyghur Autonomous Region, in order to educate young Uyghur and other ethnic minority students through the national curricula. Although the Xinjiang Classes are supposed to promote ethnic integration between the Muslim Uyghur minority and the Han majority, there often remains a gap between the stated policy goal and its actual implementation. Guided by the theoretical framework of social capital analysis, this book therefore examines how Uyghur students in the Xinjiang Classes respond to the school goal of ethnic integration. Chen conceptualizes the process of Uyghur students' responses to the school goal of ethnic integration as social recapitalization. While their former social capital from families or communities in Xinjiang is constrained in the boarding school, Uyghur youths are able to develop independent and new social capital to facilitate their schooling. Nonetheless, they lack "bridging social capital," which makes the goal of ethnic integration more difficult to achieve.
Minority Education in China – Balancing Unity and Diversity in an Era of Critical Pluralism
Häftad, Engelska, 2014
507 kr
Skickas inom 5-8 vardagar
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.