China is vast in territory and there are 55 ethnic minorities. Due to the geographical location,the experience in the development process and the stage of cultural development,ethnic minorities show great differences ...China is vast in territory and there are 55 ethnic minorities. Due to the geographical location,the experience in the development process and the stage of cultural development,ethnic minorities show great differences with Han people in many aspects,so that in the process of obtaining food,they manifest different cultural characteristics,especially the religious sacrifices and taboos present in the agricultural production process show more uniqueness and retain more primitive features.展开更多
I visited China last October at an invitation from the Chinese Association for International Understanding. During that visit I had the priviledge of visiting the minority village of Yi in ChuXiong Yi Autonomous Prefe...I visited China last October at an invitation from the Chinese Association for International Understanding. During that visit I had the priviledge of visiting the minority village of Yi in ChuXiong Yi Autonomous Prefecture in Yunnan Province. After visiting the said village and staying overnight observing their habits culture etc,展开更多
True to the name, this quadrennial gala for China＇s ethnic minority people is indeed ＂national.＂ TheNational Traditional Games Minorities is organized by of Ethnic the State Ethnic Affairs Commission, the ministeri...True to the name, this quadrennial gala for China＇s ethnic minority people is indeed ＂national.＂ TheNational Traditional Games Minorities is organized by of Ethnic the State Ethnic Affairs Commission, the ministerial body of the central govern- ment in charge of affairs concerning China＇s 55 ethnic minority groups.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
文摘China is vast in territory and there are 55 ethnic minorities. Due to the geographical location,the experience in the development process and the stage of cultural development,ethnic minorities show great differences with Han people in many aspects,so that in the process of obtaining food,they manifest different cultural characteristics,especially the religious sacrifices and taboos present in the agricultural production process show more uniqueness and retain more primitive features.
文摘I visited China last October at an invitation from the Chinese Association for International Understanding. During that visit I had the priviledge of visiting the minority village of Yi in ChuXiong Yi Autonomous Prefecture in Yunnan Province. After visiting the said village and staying overnight observing their habits culture etc,
文摘True to the name, this quadrennial gala for China＇s ethnic minority people is indeed ＂national.＂ TheNational Traditional Games Minorities is organized by of Ethnic the State Ethnic Affairs Commission, the ministerial body of the central govern- ment in charge of affairs concerning China＇s 55 ethnic minority groups.
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.
