Top-Down Education Policy on the Inclusion of Ethnic Minority Population in China: A Perspective of Policy Analysis

Autor/inn/en	Xue, Eryong; Li, Jian
Titel	Top-Down Education Policy on the Inclusion of Ethnic Minority Population in China: A Perspective of Policy Analysis
Quelle	In: Educational Philosophy and Theory, 52 (2020) 3, S.227-239 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1857
DOI	10.1080/00131857.2019.1629903
Schlagwörter	Educational Policy; Policy Analysis; Foreign Countries; Cultural Context; Inclusion; Ethnic Groups; Minority Groups; Educational Change; Educational Quality; Educational Improvement; Standards; Nationalism; Cross Cultural Training; Self Concept; Disadvantaged; Barriers; Cultural Differences; Social Integration; Policy Formation; China + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Politikfeldanalyse; Ausland; Inklusion; Ethnie; Ethnische Minderheit; Bildungsreform; Quality of education; Bildungsqualität; Teaching improvement; Unterrichtsentwicklung; Standard; Nationalismus; Interkulturelle Orientierung; Selbstkonzept; Kultureller Unterschied; Soziale Integration; Politische Betätigung
Abstract	This study examines the educational policy related to the inclusion of ethnic minority population in the contemporary China. It has undergone three stages of the educational policy transformation, including the beginning, development and perfection stages. It is characterized by the steadiness, caution, rapidity, quality improvement, standardization and quality. Through implementing the educational policy of the inclusion of ethnic minority population, it has made retrogress and achievements, which has played a positive role in national integration, maintaining national unity and regional stability, improving the academic level and cross-cultural ability of minority students, and sharing educational resources. However, in current China's education context, the implementation of education policy is faced with some prominent problems, such as the marginalized educational identity, non-communicative education, relative separation of systems and serious cultural barriers, relative emphasis on explicit education. Therefore, it suggested to construct a new integrative and open ethnic education system, strengthen the consciousness of the united integrated education, and enhancing the bi-directionality of ethnic integration. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01