China's Ethnic Dilemma: Ethnic Minority Education

Zhao, Zhenzhou

doi:10.2753/ced1061-1932430100

Cited by 23 publications

(7 citation statements)

References 5 publications

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“…However, this concept of 'nation' didn't appear in Chinese discourse until Liang Qichao, a late Qing Dynasty scholar, borrowed the concept in the early twentieth century from Japanese translation of Western works in order to counter the anti-Manchu movement among Han nationalists (Leibold 2006;Ma 2010). The CPC inherited the same term 'nation' but adopted the nationality theories and criteria for national categorization from Stalinism of the Soviet Union and identified 55 official minority nationalities (Guo and Zhang 2010;Zhao 2010;Zhao and Postiglione 2010).…”

Section: Ethnic Plurality and Nationality Discourse In Chinamentioning

confidence: 99%

The power of knowledge: a critical analysis of the depiction of ethnic minorities in China’s elementary textbooks

Chu

2015

Race Ethnicity and Education

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This study critically analyzes knowledge about: (1) ethnic minority groups; (2) the dominant Han group; and (3) the interaction between ethnic minorities and Han presented in three types of elementary textbooks used in China. The analysis reveals that the knowledge about and the values and beliefs of the Han people are overwhelmingly dominant in all reviewed textbooks. At the same time, ethnic minority groups are marginalized and the knowledge about them is incomplete and stereotypical. In addition, most of the knowledge about ethnic minorities are constructed and presented from the perspective of the Han people. The results indicate that the dominant ideology and unequal power relations are reflected and reinforced through the strategic construction, selection, and presentation of knowledge in textbooks. It also calls for a need to incorporate more accurate and complete knowledge in textbooks for students to develop a critical understanding of the society. This article analyzes the representation of ethnic minority groups in China's elementary textbooks. The depiction of the majority Han group and the content about the interaction between Han and ethnic minorities is also examined. The questions that guided the inquiry were: (1) What knowledge and beliefs about ethnic minorities are constructed in Chinese elementary textbooks; and (2) Whose perspectives and interests are valued in the process of knowledge construction? Through an analysis of elementary textbooks, this study explored how knowledge about ethnic minorities is interpreted from the point of view of Han by highlighting certain discourses while eliminating others. What was also under scrutiny was the unequal power relations between Han and ethnic minorities that were reinforced and reproduced through Han's hegemonic control of knowledge construction and selection in textbooks. *

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Section: Ethnic Plurality and Nationality Discourse In Chinamentioning

confidence: 99%

The power of knowledge: a critical analysis of the depiction of ethnic minorities in China’s elementary textbooks

Chu

2015

Race Ethnicity and Education

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“…As one participant said, …I am Chinese because I was born in China…but I was born in a Korean family…my parents and four grandparents were from the Korean Peninsula…we are Korean but living in China…because of political issues…I enjoyed in unique background and heritage… (Participant #21,Interview) All participants shared similar comments because of their Korean-Chinese heritage and relationship. Many seemed to enjoy their identities as minorities in China and special overseas Korean people in South Korea (Zhao, 2010). However, when the researcher further asked about their experiences as Korean-Chinese or overseas Korean residents in the South Korean social and university environments, all expressed negative and extreme cases and lived stories due to their nationality and residency.…”

Section: Resultsmentioning

confidence: 99%

“…The participants kept saying that once the South Korean people (i.e. members of the general public and classmates) identified them as Korean-Chinese, some of them always made fun of their unique background and cultural heritage (Zhao, 2010). Although some participants refused to answer, the discrimination and verbal harassment negatively affected their positive experiences in South Korea.…”

Section: Many Korean People Ask Me These Questions…i Think It Is Very...mentioning

confidence: 99%

Experiences of Returning Korean-Chinese Students: The Sociocultural and Psychological Racism Perspectives

Santos

2022

Acad. J. Interdiscip. Stud.

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The South Korean government encourages the Korean diaspora members to return to South Korea for personal and career developments. Many Korean-Chinese students decided to come back to their homeland for education and further career pathways. However, many Korean-Chinese face challenges and difficulties in South Korean schools and communities due to social and cultural differences. This study aims to understand the challenges of Korean-Chinese university students. Two research questions guided this study, including 1) how would Korean-Chinese university students describe their experiences based on the Sociocultural and Psychological Racism perspective during their university voyage in South Korea and 2) do Korean-Chinese university students face any particular difficulties and challenges due to their Korean-Chinese status based on the Sociocultural and Psychological Racism perspective during their university voyage in South Korea. Interview sessions and focus group activities were employed to collect data from 30 participants across the Korean peninsula. The results indicated that cultural characteristics, place of origin, and spoken languages are the three challenges for all Korean-Chinese participants. The results of this study filled the gaps in returning Korean students’ experiences, challenges and difficulties. Also, government leaders may reform and polish the current policies in order to help other Korean diaspora in the South Korean communities. Received: 20 September 2021 / Accepted: 7 January 2022 / Published: 5 March 2022

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“…Dolma's reflection seems to suggest a paradox inherent in China's ethnic minority education. While on the one hand minority students are involved in a dynamic process of assimilation, on the other hand, the differences of minority culture are established, essentialised, and staticised by state powers (Zhao, 2010). This paradox contributes to the assimilation dilemma that minority individuals constantly encounter during their education.…”

Section: Getting Ahead While Retaining Ethnic Saliencementioning

confidence: 99%

Getting ahead while retaining ethnic salience: educational mobilities, class, and empowerment of a Tibetan student in China

Yang

2020

Asia Pacific Journal of Education

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As a researcher of minority education, she has a particular interest in the Tibetan, Uyghur and Mongolian ethnic minority communities, employing them as a showcase of ethnic politics in China with reference to issues such as education, mobility, citizenship, ethnicity, identity and culture. She is author of the book Learning to be Tibetan: the construction of ethnic identity at Minzu University of China (Lexington, 2017

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China's Ethnic Dilemma: Ethnic Minority Education

Cited by 23 publications

References 5 publications

The power of knowledge: a critical analysis of the depiction of ethnic minorities in China’s elementary textbooks

The power of knowledge: a critical analysis of the depiction of ethnic minorities in China’s elementary textbooks

Experiences of Returning Korean-Chinese Students: The Sociocultural and Psychological Racism Perspectives

Getting ahead while retaining ethnic salience: educational mobilities, class, and empowerment of a Tibetan student in China

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