(Re)Embracing Islam inNeidi: the ‘Xinjiang Class’ and the dynamics of Uyghur ethno-national identity

Sociocultural Adaptation Profiles of Ethnic Minority Senior High School Students in Mainland China: A Latent Class Analysis

“…In recent years, related studies of interior ethnic boarding schooling have attracted an increasing amount of attention from Chinese and international scholars. The background, aims, history, operating mechanism, and social effects of these special schools have been explored [7][8][9][10][11][12][13][14][15]46]. From the frontier to the interior, ethnic minority students have to face the huge cultural differences that characterize the strong cross-cultural education nature of interior ethnic boarding schooling with; so, the sociocultural adaptation of these students has become a research hot spot [47][48][49][50][51][52].…”

“…In order to narrow the educational gap between ethnic minority areas and interior developed areas and to allow ethnic minority students in border agricultural and pastoral areas to enjoy quality education resources, since 1985, the Chinese government has funded minority middle and high school students from communities in Tibet to study at interior ethnic boarding schools thousands of kilometers away [7][8][9][10][11]. Modeled closely after this program, minority high school students from Xinjiang have also been funded to study at such boarding schools since 2000 [12][13][14][15]. Most of these schools, located in eastern and coastal cities of China, are supplies with the best educational resources and the most professional teachers.…”

Measurement Model for Students’ Ethnic Identity, National Identity, and Perception of Social Mobility in China: Exploratory and Confirmatory Factor Analyses

“…Given the special social context of China as well as the Xinjiangban educational policy, this study designed and then demonstrated the reliability and validity of the eight-factor measurement model in an ethnic minority concentrated boarding school in China. Undoubtedly, the current qualitatively based majority of research on Chinese ethnic minority education has unique strengths in describing the subjective experience of identity building among ethnic minority students, which includes, but is not limited to, feelings, behaviors, needs, expectations, desires, routines, life track, cases, and a variety of other information essential to understanding the political-economic and social-cultural agendas that shape the subjectivity of ethnic minority students (Grose, 2015;Leibold & Chen, 2014;Postiglione, 1999;Yuan, Qian, & Zhu, 2017).…”

A Failure in ‘Designed Citizenship’: A Case Study in a Minority-Han Merger School in Xinjiang Uyghur Autonomous Region

“…This articulation of the merger school reflects a primary concern among government officials about safe citizens, a precondition of socioeconomic development, the same driving force behind the establishment of the Inland Xinjiang Boarding Class ( Neidi Xinjiang Ban ) (Chen, 2008; Grose, 2010, 2015). Like the Xinjiang Class, the merger school itself has become an important route by which the state designs and implements safe citizenship at the grassroots level.…”

“…Both the merger school and bilingual education are significant for sentiment communication between ethnic groups, reinforcement of ethnic contact and connection, promotion of ethnic unity, and realization of the long-term peace and stability and leapfrog development of Xinjiang. This articulation of the merger school reflects a primary concern among government officials about safe citizens, a precondition of socioeconomic development, the same driving force behind the establishment of the Inland Xinjiang Boarding Class (Neidi Xinjiang Ban) (Chen, 2008;Grose, 2010Grose, , 2015. Like the Xinjiang Class, the merger school itself has become an important route by which the state designs and implements safe citizenship at the grassroots level.…”