While quality in education has long been a significant issue,definitions of quality are often taken for granted rather than argued for,allowing the possibility that the criteria used by researchers and planners to jud...While quality in education has long been a significant issue,definitions of quality are often taken for granted rather than argued for,allowing the possibility that the criteria used by researchers and planners to judge quality may differ from local stakeholders’perspectives,particularly regarding the place within quality education of the knowledge,culture and language of non-dominant groups.However,there is an accumulating convergence of research that calls for assessments of quality in education of non-dominant linguistic and cultural groups that engage local stakeholders’understandings.This paper presents a recent study that attempts to do this,investigating the perspectives of students,parents,teachers,and administrators in Sunan Yughur Autonomous County,a multiethnic,multilingual district in rural Gansu,inhabited by several nationalities.Over one hundred participants in three schools were asked what was important for children to learn in school;including what aspects of local(minority)knowledge,culture and language should be taught as part of school-based curriculum.The study found three educational visions in local schools:regular urban education;Chinese-medium,multicultural education;and bilingual,multicultural education.The study also found that stakeholders support the latter vision,which reflects society’s actual cultural and linguistic pluralism,as well as much research on quality education for non-dominant groups.The paper concludes with a call for a comparative approach,both domestic and international,towards the investigation of quality education of non-dominant groups in China.展开更多
The purpose of this study is to compare Korean and Mongol minorities in the People’s Republic of China in terms of their native language preservation and educational experiences at the higher education level,and to i...The purpose of this study is to compare Korean and Mongol minorities in the People’s Republic of China in terms of their native language preservation and educational experiences at the higher education level,and to investigate differences and similarities between Korean and Mongol minorities’language issues.Content area experts on Chinese minority education from China,South Korea,and the United States were interviewed for this study.Findings include suggestions for helping to formulate government educational policies regarding issues related to language in Chinese minority education at the higher education level.This information is helpful to better understand and educate others in school and home settings where Chinese ethnic minority students reside.The advancement of Chinese minority education knowledge related to higher education will significantly strengthen and empower individuals,families,and communities throughout the People’s Republic of China.展开更多
CHINA is a unified multi-ethnic country. Besides the populous Han nationality, China has 55 minorities with a population of 91.2 million, accounting for 8.04 percent of the country’s total. The area of the minority a...CHINA is a unified multi-ethnic country. Besides the populous Han nationality, China has 55 minorities with a population of 91.2 million, accounting for 8.04 percent of the country’s total. The area of the minority autonomous regions is 64.3 percent of the total national territory. Before 1949, almost all minority women in China were illiterate. Since the founding of New China, the female education among the minority nationalities has made great progress. According to the fourth national census, the female population of minorities over six years old is 38.18 million. Of these 15.3 million females have received a primary education; 7.展开更多
This paper examines the educational implications of two curriculum initiatives in China that have produced curricular materials promoting education for sustainable development(ESD)in minority-populated ethnic autonomo...This paper examines the educational implications of two curriculum initiatives in China that have produced curricular materials promoting education for sustainable development(ESD)in minority-populated ethnic autonomous areas in China.The two curriculum projects present distinctive discourses,conceptions,models,frameworks and scopes of ESD in the country.Nonetheless,there is a likelihood that the actual implementation of the curriculum initiatives,especially the enactment of the curriculum materials produced,might be thwarted due to structural and systemic educational constraints,an anthropocentric approach to sustainable development,poor teacher support and teacher training,omissions of the affective learning components in curricular contents,as well as loopholes and weaknesses in the development of the curriculum materials themselves.展开更多
Shimenkan is a remote and mountainous village in Weining county,Guizhou province,an area traditionally populated by Miao ethnic minority.The arrival of Christian missionaries just over 100 years ago began Shimenkan’s...Shimenkan is a remote and mountainous village in Weining county,Guizhou province,an area traditionally populated by Miao ethnic minority.The arrival of Christian missionaries just over 100 years ago began Shimenkan’s transformation from an illiterate school-less place,to a“revered site of Miao education.”Today,Shimenkan has returned to being the worst performing part of Weining county in terms of educational attainment.By investigating and analyzing the impact of Christianity on Miao school education and community education,this paper will discuss how Miao students are coping with cultural aspects of education and community amidst social change,and the impact of the cultural context on their academic achievement.Where foreign culture meets local demands,little resistance to cultural education exists.In such circumstances,outside culture is likely to be accepted in the community,and may generate positive outcomes.展开更多
文摘While quality in education has long been a significant issue,definitions of quality are often taken for granted rather than argued for,allowing the possibility that the criteria used by researchers and planners to judge quality may differ from local stakeholders’perspectives,particularly regarding the place within quality education of the knowledge,culture and language of non-dominant groups.However,there is an accumulating convergence of research that calls for assessments of quality in education of non-dominant linguistic and cultural groups that engage local stakeholders’understandings.This paper presents a recent study that attempts to do this,investigating the perspectives of students,parents,teachers,and administrators in Sunan Yughur Autonomous County,a multiethnic,multilingual district in rural Gansu,inhabited by several nationalities.Over one hundred participants in three schools were asked what was important for children to learn in school;including what aspects of local(minority)knowledge,culture and language should be taught as part of school-based curriculum.The study found three educational visions in local schools:regular urban education;Chinese-medium,multicultural education;and bilingual,multicultural education.The study also found that stakeholders support the latter vision,which reflects society’s actual cultural and linguistic pluralism,as well as much research on quality education for non-dominant groups.The paper concludes with a call for a comparative approach,both domestic and international,towards the investigation of quality education of non-dominant groups in China.
基金This paper is primarily based on the findings of the Ethnic Minority Trends in Chinese Higher Education Project,which is housed at the University of Pittsburgh Institute for International Studies in Education.
文摘The purpose of this study is to compare Korean and Mongol minorities in the People’s Republic of China in terms of their native language preservation and educational experiences at the higher education level,and to investigate differences and similarities between Korean and Mongol minorities’language issues.Content area experts on Chinese minority education from China,South Korea,and the United States were interviewed for this study.Findings include suggestions for helping to formulate government educational policies regarding issues related to language in Chinese minority education at the higher education level.This information is helpful to better understand and educate others in school and home settings where Chinese ethnic minority students reside.The advancement of Chinese minority education knowledge related to higher education will significantly strengthen and empower individuals,families,and communities throughout the People’s Republic of China.
文摘CHINA is a unified multi-ethnic country. Besides the populous Han nationality, China has 55 minorities with a population of 91.2 million, accounting for 8.04 percent of the country’s total. The area of the minority autonomous regions is 64.3 percent of the total national territory. Before 1949, almost all minority women in China were illiterate. Since the founding of New China, the female education among the minority nationalities has made great progress. According to the fourth national census, the female population of minorities over six years old is 38.18 million. Of these 15.3 million females have received a primary education; 7.
文摘This paper examines the educational implications of two curriculum initiatives in China that have produced curricular materials promoting education for sustainable development(ESD)in minority-populated ethnic autonomous areas in China.The two curriculum projects present distinctive discourses,conceptions,models,frameworks and scopes of ESD in the country.Nonetheless,there is a likelihood that the actual implementation of the curriculum initiatives,especially the enactment of the curriculum materials produced,might be thwarted due to structural and systemic educational constraints,an anthropocentric approach to sustainable development,poor teacher support and teacher training,omissions of the affective learning components in curricular contents,as well as loopholes and weaknesses in the development of the curriculum materials themselves.
文摘Shimenkan is a remote and mountainous village in Weining county,Guizhou province,an area traditionally populated by Miao ethnic minority.The arrival of Christian missionaries just over 100 years ago began Shimenkan’s transformation from an illiterate school-less place,to a“revered site of Miao education.”Today,Shimenkan has returned to being the worst performing part of Weining county in terms of educational attainment.By investigating and analyzing the impact of Christianity on Miao school education and community education,this paper will discuss how Miao students are coping with cultural aspects of education and community amidst social change,and the impact of the cultural context on their academic achievement.Where foreign culture meets local demands,little resistance to cultural education exists.In such circumstances,outside culture is likely to be accepted in the community,and may generate positive outcomes.
