Read e-book online China's national minority education : culture, schooling, PDF
By Gerard A. Postiglione
This quantity specializes in regulations and practices within the schooling of China's nationwide minorities with the aim of assessing the objectives and influence of state-sponsored schooling for China's non-Han peoples. The essays within the 4 sections of this ebook learn cultural demanding situations to country education, the level of academic provision in minority parts, the views of Tibetan and Uyghur minorities towards state schooling, besides delivering case reviews of 4 nationwide minorities. The publication makes the purpose that regardless of the authoritarian personality of China's country education, range reigns. Read more...
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Extra resources for China's national minority education : culture, schooling, and development
53-57. 12. Ibid. 13. Ibid. 14. See Gerard A. ), The Ethnographic Eye: Education in the People's Republic of China (New York: Garland Publishing, 1999); Introduction: State Schooling and Ethnicity in China 19 Gerard A. Postiglione, Teng Xing and Ai Yiping, "Basic Education and School Discontinuation in National Minority Regions of China," in Gerard A. Postiglione and Wing On Lee, Social Change and Educational Development in Mainland China, Taiwan and Hong Kong (Hong Kong: Centre of Asian Studies Press, 1995), pp.
The school was organized on a full-time basis, with the course lasting 3 years in all. The content was chiefly religious; one of the classes I witnessed featured a lecture to a dozen veiled girls on the theme that Allah should be feared and respected. The reason why the girls attended this school, according to the male ahong from the West Mosque, was because they wanted to learn culture and become better people; they did not aspire to become ahongs. The teachers received a regular salary of 100 yuan per month each.
Although there are variations in the extracurricular part of the system for minorities, which is discussed elsewhere in this volume, there is a common curriculum throughout the whole country, which every child must learn. For the purposes of this chapter, the main point to make about this common curriculum is that it is more or less entirely secular. Any part of its content relating to religion is likely to be negative; it certainly does not propagate religious belief or practice. There are some minor exceptions to this principle.
China's national minority education : culture, schooling, and development by Gerard A. Postiglione