Rethinking Teacher Education for Ethnic Diversity in China

Crowley, Christopher B.; Hadeer, Reyila; Yu, Min

doi:10.1080/00131946.2021.1994974

Cited by 5 publications

(3 citation statements)

References 52 publications

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“…Prior research has widely underlined the impact of inadequately trained teachers on ethnic minority student education, accentuating their role in exacerbating ethnic inequities in education (Buxton et al, 2008;Crowley et al, 2022;Yang et al, 2015). Examining current epistemologies in Chinese teacher education research, Crowley et al (2022) argue that diversity has been oversimplified as geographical disparities in China's socioeconomic development and ethnic diversity knowledge and awareness are insufficiently addressed in Chinese teacher education theory, practice and research. The lack of attention to these topics in teacher education might perpetuate teachers' ethnic biases, stereotyping and cultural ethnocentrism, and have harmful effects on students' academic achievement (Cherng, 2017;Wang, 2022).…”

Section: What Are the Main Insights That The Paper Provides?mentioning

confidence: 99%

Thinking beyond deficits in Southwest China: Perspectives of ethnic minority teachers on academic achievement disparities among students

Liu,

Colak,

Agirdag

2024

British Educational Res J

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Global and national education agendas are concerned with improving the quality and equality of learning outcomes. School systems involuntarily continue to produce new and perpetuate existing inequities and injustices, particularly for minority students. While previous research has highlighted the potential causes and effects of educational inequity, little is known about the perspectives of teachers with minoritised backgrounds regarding the persistence of and responses to educational disparities. This research draws on the literature on deficit thinking and culturally responsive teaching to explore the views of ethnic minority teachers on students' academic achievement disparities in an ethnically diverse region of China. Interviews with 12 ethnic minority teachers show ethnic, biological and cultural deficit thinking when discussing students' schooling. Participants attributed their deficient‐oriented thinking to their earlier teacher education experiences, where they acquired the discourse of zhiguo minzu concerning the different sociohistorical developments of minority groups in China. However, teacher participants stated that they also engaged in culturally responsive teaching to support the ethnic identities of their students. These findings draw attention to the multi‐layered perspectives of ethnic minority teachers, which comprise both the reproducing and the challenging of inequities about minorities.

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Section: What Are the Main Insights That The Paper Provides?mentioning

confidence: 99%

Thinking beyond deficits in Southwest China: Perspectives of ethnic minority teachers on academic achievement disparities among students

Liu,

Colak,

Agirdag

2024

British Educational Res J

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“…What is more, it is often unclear who is trained: Han‐majority to work with other Minzu groups and/or vice versa? Most review articles of Chinese Minzu education include very few references to this specific issue although forms of Minzu teacher education and training have been organized since the founding of the PRC (Hawkins, 1978; see Crowley et al., 2022; Wang, 2022). A few articles have examined teacher education and training for teachers dealing with Minzu issues.…”

Section: Examining Minzu Teacherhood: Teacher Educators' Discourses A...mentioning

confidence: 99%

“…Throughout her history, but especially since the proclamation of the birth of the People's Republic of China by Chairman Mao Zedong in 1949, China has paid attention to sharing her passion for education with all Chinese citizens, regardless of where they are located in the country and their Minzu. As such, preferential policies have been implemented in China to improve the socio‐economic and educational development of all Minzus, especially those in border regions (Crowley et al., 2022). For example, in terms of education, boarding schools, preferential admissions, and remedial programs are put into action.…”

Section: Introductionmentioning

confidence: 99%

Defining and preparing for diversity teacherhood—Chinese Minzu (“ethnic”) teacher education as an example

Chen,

Dervin

2023

Future in Educational Research

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This qualitative study examines how teacher educators in Northwest China conceive of teacherhood and teacher preparation for working with diverse “Minzu” (“ethnic”) students. Based on multiple dataset collected among teacher educators, findings reveal that Minzu teacherhood was polysemic and complex. In their descriptions of how they prepare preservice teachers, the teacher educators presented, for example, aspects of learning to respect students, learning to remove prejudice, and focusing on individuality. These elements show some similarities between Minzu teacher education and, for example, (“Western”) multicultural/intercultural (teacher) education. However, because of the socioeconomic–political specificities of the Chinese context, many elements differed. There are clear signs that effective and consistent measures have been invested in and developed by the teacher educators. The authors argue that global scholarship on diversity in teacher education could be inspired by Chinese Minzu teacher education.

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Researching Chinese Minzu education: A review of PhD dissertations defended at a minority-serving university

Yuan,

Dervin,

Sude

et al. 2024

International Journal of Educational Research

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Rethinking Teacher Education for Ethnic Diversity in China

Cited by 5 publications

References 52 publications

Thinking beyond deficits in Southwest China: Perspectives of ethnic minority teachers on academic achievement disparities among students

Thinking beyond deficits in Southwest China: Perspectives of ethnic minority teachers on academic achievement disparities among students

Defining and preparing for diversity teacherhood—Chinese Minzu (“ethnic”) teacher education as an example

Researching Chinese Minzu education: A review of PhD dissertations defended at a minority-serving university

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