Inequalities in China’s multi-ethnic society and related issues of political stability have become more acute as economic globalization has intensified competition for scarce resources, and the dynamics of the market and society at large increasingly take precedence over those of the state. These developments, including China’s market reforms begun in the early 1980s, have heightened state concerns over the closely intertwined issues of equity for minorities and political stability for the state. This is the first volume to comprehensively examine recent changes in China’s affirmative action policies for the education of minorities, historically an important state tool for addressing ethnic inequality.
Author(s): Minglang Zhou, Ann Maxwell Hill
Series: International & Development Education
Publisher: Palgrave Macmillan
Year: 2009
Language: English
Pages: 283
Contents......Page 6
List of Figures and Tables......Page 8
Foreword......Page 10
Acknowledgments......Page 12
Series Editors’ Introduction......Page 14
Introduction......Page 16
Part I: Debating China’s Positive Policies: Historical Antecedents and Contemporary Practice......Page 40
1 Mandarins, Marxists, and Minorities......Page 42
2 Tracking the Historical Development of China’s Positive and Preferential Policies for Minority Education: Continuities and Discontinuities......Page 62
3 Preferential Policies for Minority College Admission in China: Recent Developments, Necessity, and Impact......Page 86
4 Preferential Policies for Ethnic Minorities and Educational Equality in Higher Education in China......Page 98
5 Yunnan’s Preferential Policies in Minority Education since the 1980s: Retrospect and Prospects......Page 114
Part II: Between State Education and Local Cultures......Page 132
6 Anthropological Field Survey on Basic Education Development among Machu Tibetan Nomads......Page 134
7 Tibetan Student Perspectives on Neidi Schools......Page 142
8 School Consolidation in Rural Sichuan: Quality versus Equality......Page 158
Part III: Between Market Competitiveness and Cultural/Linguistic Identities......Page 180
9 The Relationship between the Trade Culture of a Hui Community and State Schooling: A Case Study of the Hui Community in Chaocheng, Shandong Province......Page 182
10 Issues of Minority Education in Xinjiang, China......Page 194
11 Using Yugur in Local Schools: Reflections on China’s Policies for Minority Language and Education......Page 214
Part IV: Globalizing the Discourse on Inequality and Education......Page 226
12 Affirmative Action, Civil Rights, and Racial Preferences in the U.S.: Some General Observations......Page 228
13 Learning about Equality: Affirmative Action, University Admissions, and the Law of the United States......Page 242
14 Native and Nation: Assimilation and the State in China and the U.S.......Page 262
List of Contributors......Page 276
E......Page 280
M......Page 281
Q......Page 282
Z......Page 283
