Assimilation or Ethnicization: An Exploration of Inland Tibet Class Education Policy and Practice

Autor/inn/en	Miaoyan, Yang; Dunzhu, Nima
Titel	Assimilation or Ethnicization: An Exploration of Inland Tibet Class Education Policy and Practice
Quelle	In: Chinese Education & Society, 48 (2015) 5, S.341-352 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1061-1932
DOI	10.1080/10611932.2015.1159828
Schlagwörter	Acculturation; Ethnic Groups; Geographic Regions; Foreign Countries; Minority Groups; Higher Education; Educational Experience; Educational Policy; Educational Practices; Boarding Schools; Teacher Characteristics; Self Concept; Educational Attainment; Personal Narratives; Student Attitudes; Sino Tibetan Languages; Middle School Students; High School Students; Native Language Instruction; Talent Development; Surveys; China + Suchen Sie Ihr Suchwort? Akkulturation; Ethnie; Ausland; Ethnische Minderheit; Hochschulbildung; Hochschulsystem; Hochschulwesen; Bildungserfahrung; Politics of education; Bildungspolitik; Bildungspraxis; Boarding school; Internat; Selbstkonzept; Bildungsabschluss; Bildungsgut; Erlebniserzählung; Schülerverhalten; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Native language education; Muttersprachlicher Unterricht; Begabtenförderung; Talentförderung; Survey; Umfrage; Befragung
Abstract	Assimilation and ethnicization are mainstream voices in current studies of ethnic relations. The former suspects that current social system arrangements are meant to assimilate minority groups into the cultural system of the mainstream ethnic group, while the latter believes that current systemic arrangements will cause minority groups to tend toward having ethnic social lives. The authors examine the life histories of 40 inland Tibet class students who studied in inland classes, moved on to college education, and then returned to Tibet to work. It gives a detailed account of the history and development of the inland Tibet class policy, the practice of inland Tibet class education, the educational experiences and ethnic identification of students, and students' life status after returning to Tibet to work. In this overall course of examination the authors find that actually assimilation and ethnicization are only one side or one stage in the many life courses of inland Tibet class students. [English translation © 2016 Taylor & Francis, Inc., from the Chinese text by Yang Miaoyan and Nima Dunzhu. Translated by Jeff Keller. Originally published in the "Proceedings of The Second Educational Anthropology Annual Conference; Cultural Diversity and Education International Conference", November 2015.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01