Creating a Multicultural Curriculum in Han-Dominant Schools: The Policy and Practice of Ethnic Solidarity Education in China

Autor/inn/en	Zhang, Donghui; Chen, Lipeng
Titel	Creating a Multicultural Curriculum in Han-Dominant Schools: The Policy and Practice of Ethnic Solidarity Education in China
Quelle	In: Comparative Education, 50 (2014) 4, S.400-416 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-0068
DOI	10.1080/03050068.2014.905249
Schlagwörter	Cultural Pluralism; Multicultural Education; Ethnicity; Conflict; Foreign Countries; Educational Policy; Educational Practices; Cultural Context; Minority Groups; Educational Environment; Extracurricular Activities; Social Integration; Elementary Schools; Middle Schools; China (Beijing) + Suchen Sie Ihr Suchwort? Kulturpluralismus; Multikulturelle Erziehung; Ethnizität; Konflikt; Ausland; Politics of education; Bildungspolitik; Bildungspraxis; Ethnische Minderheit; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Außerunterrichtliche Aktivität; Soziale Integration; Elementary school; Grundschule; Volksschule; Middle school; Mittelschule; Mittelstufenschule
Abstract	In response to the recent heightened interethnic conflicts that were regarded as threatening national unity and stability, the Chinese government issued "ethnic solidarity education" as a top-down, centrally administered mandate to be implemented "correctly" and in a standardised way by schools throughout China. This paper examines the policy and practice of ethnic solidarity education against the broader, historical context of ethnic relations in China. Based on empirical data obtained through extensive fieldwork in selective Beijing public schools, this study concludes that ethnic solidarity education bears resemblance to multicultural education in the western educational discourse, yet retains special characteristics as an indigenous form of education in the unique Chinese context. Although various teaching and extracurricular activities involving ethnic elements are added to the school curriculum and applauded by the Chinese educators and policymakers as important signs of ethnic integration and cultural pluralism, they tend to focus on static cultural artefacts without touching upon the deeper levels of understandings on ethnicity and the majority-minority relations, and therefore cannot create a truly multicultural learning environment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10