An Introduction to Ethnic Minority Education in China: Policies and Practices

Foreword
Contents
1 Studying Chinese Minority Education
	1.1 Contextualising Minority Education (Sude)
	1.2 Background
	1.3 Method
	1.4 Research Phases
	References
2 Chinese Education for?Ethnic Minorities: Achievements and?Experiences Since the?Founding of?New China
	2.1 Chinese Ethnic Education Policy Development and?Achievements
		2.1.1 The Development Situation of?Chinese Ethnic Education Policy
		2.1.2 Achievements of?Chinese Ethnic Education Policy
	2.2 Chinese Ethnic Education Disciplines Development and?Achievements
		2.2.1 Definition of?the?Discipline
		2.2.2 The Establishment of?Ethnic Education Basic Knowledge System and?Discipline
		2.2.3 Related Research Achievements of?Minzu Education
	2.3 Chinese Ethnic Education Research Achievements
		2.3.1 The National Education Research Field Is Expanding with?an?Increasing Number of?Scientific Research Achievements
		2.3.2 Growing Scientific Research Teams and?Institutions
		2.3.3 The Service Capacity for?Guidance and?Coordination of?Scientific Research on?Ethnic Education Is Improving
	2.4 The Different Stages of?Development and?Achievements of?Chinese Ethnic Education
		2.4.1 The Achievements of?Minzu Elementary Education Development
		2.4.2 Development and?Achievements of?Higher Education for?Ethnic Minorities
		2.4.3 Ethnic Vocational Education
		2.4.4 Development of?National Unity Education
	2.5 Overview and?Achievements of?Bilingual Education in?China
		2.5.1 Construction and?Improvement of?Bilingual Education Policy System
		2.5.2 Achievements in?Bilingual Education in?Various Ethnic Areas
		2.5.3 Bilingual Education Is Based on?a?Good Teaching System
		2.5.4 Ethnic Bilingual Education Has an?Important Status and?Role
		2.5.5 Achievements in?Bilingual Education Research
	2.6 Basic Values in?Ethnic Education
		2.6.1 Ethnic Socialist Education
		2.6.2 Increase Investment in?Education and?Deepen Education Reforms
		2.6.3 Seeking Truth from?Facts and?Local Conditions
		2.6.4 ?Bilingual? and??Multilingual? Teaching
		2.6.5 Seek Support from?the?Whole Nation and?Developed Regions
		2.6.6 Uphold the?Principle of?Separation of?Religion and?National Education
	References
3 Policy Analyses of?Minority Education in?China
	3.1 Background and?Methods
		3.1.1 Background
		3.1.2 Research Strategies
		3.1.3 Theoretical Foundations
		3.1.4 Legal Bases for?Educational Autonomy in?Autonomous Areas for?Ethnic Minorities
		3.1.5 Educational Law Concerning Minority Elementary Education
		3.1.6 Operation Mechanism of?Policies for?Elementary Education for?Ethnic Minorities
	3.2 Analysis of?Policy Documents
		3.2.1 Policies for?Ethnic Minority Elementary Education at?the?National Level
		3.2.2 Local Policies
		3.2.3 Reflections on?National Policies
	3.3 Problems Linked to?Current Policies
		3.3.1 Inconsistencies in?the?Objectives of?the?Basic Education Policies of?Ethnic Minorities
		3.3.2 Conflicts Between Different Policy Texts
		3.3.3 Contradictions Between National Education Policy and?the?Particularities of?Education for?Ethnic Minorities
		3.3.4 Lack of?Supervision, Evaluation and?Feedback Mechanism in?the?Policy Management System of?Basic Education for?Ethnic Minorities
		3.3.5 Lack of?Clear Division of?Responsibilities in?Fund Allocation
		3.3.6 Lack of?Continuity, Stability, and?Innovation in?Policy Implementation
		3.3.7 Lack of?Cultural Indicators in?Policy Evaluation
		3.3.8 Staff?s Lack of?Cultural Awareness in?Policy Implementation
		3.3.9 Difference in?Motivation and?Level of?Autonomy
	3.4 Refocusing the?Policies
		3.4.1 Layout Adjustments
		3.4.2 Boarding System
		3.4.3 Bilingual Education
		3.4.4 Teacher Training
		3.4.5 Two Exemptions and?One Subsidy
		3.4.6 New Curriculum Reforms
		3.4.7 Ethnic Culture in?Schools
		3.4.8 Controlling Dropout Rates and?Ensuring Enrollment
	3.5 Conclusion
	References
4 Case 1?Fengping Ethnic Middle School, Yunnan Province
	4.1 Background
		4.1.1 Ecological?Cultural Background
		4.1.2 General Situation of?the?School
	4.2 Research Methods and?Process
	4.3 Focus on?Basic Education Policies for?Ethnic Minorities
		4.3.1 Boarding System
		4.3.2 Ethnic Cultures Entering School
		4.3.3 Two Exemptions and?One Subsidy
		4.3.4 Teacher Training
		4.3.5 New Curriculum Reforms
	4.4 Discussion
		4.4.1 Boarding System
		4.4.2 Ethnic Cultures Entering Schools
		4.4.3 ?Two Exemptions and?One Subsidy? Policy
		4.4.4 Teacher Training
		4.4.5 New Curriculum Reforms
	4.5 Countermeasures and?Recommendations
		4.5.1 Implementing Education Policies for?Ethnic Minorities with?Full Consideration of?Their Particularities
		4.5.2 Clarifying Relationships to?Avoid Conflicts Between Departments
		4.5.3 Improving Training for?Decision-Makers to?Develop Cultural Sensitiveness
		4.5.4 Delegating Administrative Autonomy to?Lower Levels
		4.5.5 Establishing a?Concrete Strategy to?Help Teachers with?Professional Development
		4.5.6 Arranging Classes Based on?Local Ethnic Characteristics in?Line with?Students? Actual Needs
	References
5 Case 2?Mengyue Nine-Year School, Yunnan Province
	5.1 Background and?Introduction
		5.1.1 An?Overview of?the?Ecological Environment and?Culture
		5.1.2 General Development of?the?School
	5.2 Investigation Methods and?Procedures
		5.2.1 Research Goals
		5.2.2 Research Methods
	5.3 Focus on?Fundamental Education Policies for?Ethnic Minorities
		5.3.1 Layout Adjustment
		5.3.2 Boarding System
		5.3.3 Bilingual Education
		5.3.4 Ethnic Culture in?School
		5.3.5 Teacher Training
		5.3.6 New Curriculum Reforms
	5.4 Discussions
		5.4.1 Layout Adjustment and?Boarding System
		5.4.2 Bilingual Education
		5.4.3 Ethnic Culture into?Schools
		5.4.4 Teacher Training
		5.4.5 New Curriculum Reforms
	5.5 Countermeasures and?Suggestions
		5.5.1 Layout Adjustment and?Boarding System
		5.5.2 Bilingual Education
		5.5.3 Ethnic Culture in?Schools
		5.5.4 Teacher Training
		5.5.5 New Curriculum Reforms
	References
6 Case 3?Namu Primary School, Yunnan Province
	6.1 General Background
		6.1.1 Ecological?Cultural Background
		6.1.2 Background Information of?the?Project School
	6.2 Research Methods and?Process
		6.2.1 Getting into?the?Field
		6.2.2 Research Schedule and?Duration
		6.2.3 Research Tools
		6.2.4 Sampling Standards and?Numbers
		6.2.5 Main Research Goals
		6.2.6 Research Process
	6.3 Basic Education Policies for?Ethnic Minorities
		6.3.1 Bilingual Education Policies
		6.3.2 Layout Adjustments
		6.3.3 New Curriculum Reforms
		6.3.4 ?Two Exemptions and?One Subsidy?
		6.3.5 Ethnic Culture in?School
		6.3.6 Teacher Training
	6.4 Comprehensive Discussion
		6.4.1 Bilingual Education Policies
		6.4.2 Layout Adjustment
		6.4.3 New Curriculum Reforms
		6.4.4 ?Two Exemptions and?One Subsidy?
		6.4.5 Ethnic Culture in?School
		6.4.6 Teacher Training
	6.5 Countermeasures and?Suggestions
		6.5.1 Bilingual Education Policies
		6.5.2 Layout Adjustment
		6.5.3 New Curriculum Reforms
		6.5.4 ?Two Exemptions and?One Subsidy?
		6.5.5 Ethnic Cultures in?School
		6.5.6 Teacher Training
	References
7 Case 4?Xishan Primary School, Yunnan Province
	7.1 General Background
		7.1.1 Background of?Xishan Township, Luxi City, Yunnan Province
		7.1.2 Basic Information About Xishan Primary School
	7.2 Research Methods and?Process
	7.3 Policy Description
		7.3.1 Layout Adjustment
		7.3.2 Boarding School Policy
		7.3.3 Two Exemptions and?One Subsidy
		7.3.4 Teacher Training
		7.3.5 Bilingual Education
		7.3.6 Ethnic Culture in?Schools
		7.3.7 New Curriculum Reform
	References
8 Case 5?Xishan Middle School, Yunnan Province
	8.1 General Background
		8.1.1 Background of?Xishan Township, Luxi, Yunnan
		8.1.2 Basic Information About Xishan Middle School
	8.2 Research Methods and?Process
		8.2.1 Brief Introduction to?Interviewees
		8.2.2 How to?Enter the?Field?
	8.3 Policy Description of?Ethnic Minority Education
		8.3.1 Boarding School Policy
		8.3.2 Two Exemptions and?One Subsidy
		8.3.3 Teacher Training
		8.3.4 New Curriculum Reform
		8.3.5 Bilingual Education
		8.3.6 Ethnic Culture in?the?School
	8.4 Discussion
		8.4.1 Conflicts Between Policies
		8.4.2 Cultural Sensitivity
		8.4.3 Implementation
	References
9 Case 6?Mingshe Primary School, Yunnan Province
	9.1 General Background
		9.1.1 Ecological?Cultural Background
		9.1.2 General Information About the?Project School
	9.2 Research Methods and?Process
		9.2.1 Research Goals
		9.2.2 Research Methods
		9.2.3 Problems and?Resolutions During the?Study
	9.3 Focus on?Basic Education Policies for?Ethnic Minorities
		9.3.1 ?Two Exemptions and?One Subsidy? Policy and?Other Supporting Funds
		9.3.2 Layout Adjustment
		9.3.3 Boarding System
		9.3.4 New Curriculum Reforms and?Education Quality
		9.3.5 Teacher Training
		9.3.6 Bilingual Education
		9.3.7 Ethnic Cultures Entering Schools
	9.4 Comprehensive Analysis
		9.4.1 Policy of??Two Exemptions and?One Subsidy?
		9.4.2 Policy of?Layout Adjustment
		9.4.3 Boarding System
		9.4.4 The New Curriculum Reforms and?Education Quality
		9.4.5 Teacher Resources Development
		9.4.6 Bilingual Education
		9.4.7 Ethnic Culture in?School
	9.5 Countermeasures and?Suggestions
		9.5.1 Strengthening and?Perfecting Local Teacher Training
		9.5.2 Financial Support for?the?Policies
		9.5.3 Criteria of?Layout Adjustment Should Be All-Around and?Practical
		9.5.4 Use of?the?Internet
		9.5.5 Connection Between School Education and?Community Education
		9.5.6 Construction of?Work-Study Base
	References
10 Case 7?Fangxiang Ethnic Primary School, Guizhou Province
	10.1 Background Information
		10.1.1 Eco-culture Overview
		10.1.2 Brief Sketch of?Leishan County
		10.1.3 A?Brief Sketch of?Fangxiang Township
		10.1.4 The Development of?the?Case School
	10.2 Research Methods and?Process
		10.2.1 Schedule of?the?Research
		10.2.2 Targets, Job Allocation, and?Difficulties
	10.3 Focusing on?the?Basic Education Policy of?Ethnic Minorities
		10.3.1 Layout Adjustment Policy
		10.3.2 Boarding School Policy
		10.3.3 Construction of?Faculty, New Curriculum Reforms, and?Bilingual Policy
		10.3.4 Two Exemptions and?One Subsidy Policy
		10.3.5 Ethnic Culture in?School
	10.4 General Discussion
		10.4.1 The Value and?Targets of?the?Policy
		10.4.2 The Relationship Between Policy Making and?Implementing
		10.4.3 Study on?Cultural Sensitivity in?the?Implementation of?the?Policy
		10.4.4 Policy Evaluation, Monitoring and?Feedback Mechanisms
		10.4.5 The Financial Fund and?Guarantee Mechanism
	10.5 Countermeasures and?Recommendations
	References
11 Case 8?Leishan No. 2 Middle School, Guizhou Province
	11.1 Background Introduction
		11.1.1 Brief Introduction of?Leishan County
		11.1.2 Introduction to?the?Study
	11.2 Methods and?Procedures
	11.3 Relevant Policies of?Research
		11.3.1 Reform of?Educational Layout
		11.3.2 Boarding School System
		11.3.3 Ethnic Culture into?School Education
		11.3.4 Bilingual Education
		11.3.5 Policy of?Two Exemptions and?One Subsidy
		11.3.6 New Curriculum Reform
		11.3.7 Training of?Teaching Staff
	11.4 Research Discussions
		11.4.1 Discussion on?the?Layout Adjustment
		11.4.2 On the?Boarding School System
		11.4.3 On the?Ethnic Culture into?School Education
		11.4.4 On the?Bilingual Education
		11.4.5 On the?Policy of?Two Exemptions and?One Subsidy
		11.4.6 On the?New Curriculum Reform
		11.4.7 On the?Teachers Training
	11.5 Conclusions and?Suggestions
		11.5.1 For?Layout Adjustment
		11.5.2 For?Boarding School System
		11.5.3 For?Ethnic and?Folk Cultures into?School
		11.5.4 Suggestions for?Bilingual Education
		11.5.5 For?Two Exemptions and?One Subsidy
		11.5.6 For?New Curriculum Reform
		11.5.7 For?Construction of?Teachers Team
	References
12 Case 9?Luoxiang Middle School, Guizhou Province
	12.1 Background Information
		12.1.1 A?Brief Introduction to?Congjiang County and?Luoxiang Town
		12.1.2 General Information About Luoxiang Middle School
	12.2 Time and?Progress of?the?Study
	12.3 Focuses on?the?Basic Education Policies for?Ethnic Minorities
		12.3.1 Two Exemptions and?One Subsidy
		12.3.2 Boarding System
		12.3.3 New Curricula?s Reform
		12.3.4 The Development of?Teaching Staffs
		12.3.5 Bilingual Teaching
		12.3.6 Ethnic Culture into?School Policy
	12.4 Comprehensive Discussion
		12.4.1 Two Exemptions One Subsidy and?Boarding System
		12.4.2 New Curriculum Reform and?Teachers? Training
		12.4.3 Ethnic and?Folk Culture into?Class and?Bilingual Teaching
	12.5 Countermeasures and?Suggestions
		12.5.1 Improving the?Verification of?the?Needy Boarding Students and?Ensuring the?Allowance More Effective
		12.5.2 Improve the?Boarding Students? Living Condition and?Pay Great Attention to?Their Psychological Health
		12.5.3 Improve Teachers Training Quality and?Strengthen Teachers? Comprehension of?New Curricular Reform
		12.5.4 To Meet the?Need of?Basic Education for?Ethnic Minorities, New Textbooks and?Teaching Methods Should Be Developed
		12.5.5 Ethnic Culture Should Be an?Indispensable Part of?Basic Education
	References
13 Case 10?Ashnu Central Primary School, Qinghai Province
	13.1 Background
		13.1.1 Ecological and?Cultural Background
		13.1.2 Overall Development of?the?Case School
	13.2 Research Process and?Methods
	13.3 Focus on?Basic Education Policy for?Minorities
		13.3.1 Adjustment/Policy Implementation
		13.3.2 Policy Planning
		13.3.3 Bilingual Education
		13.3.4 Student Funding Matters: ?Two Exemptions and?One Subsidy?
		13.3.5 Boarding Schools
		13.3.6 Teachers
		13.3.7 New Curriculum Reforms
	13.4 Discussion
		13.4.1 Adjustment/Policy Implementation
		13.4.2 Bilingual Education
		13.4.3 Two Exemptions and?One Subsidy
		13.4.4 Boarding Schools
		13.4.5 Teacher Training
		13.4.6 New Curriculum Reforms
	13.5 Solutions and?Recommendations
		13.5.1 Adjustment and?Implementation
		13.5.2 Bilingual Education
		13.5.3 Policy of??Two Exemptions and?One Subsidy?
		13.5.4 Boarding Schools
		13.5.5 Teacher Training
		13.5.6 New Curriculum
	References
14 Case 11?Hualong Ethnic Middle School, Qinghai Province
	14.1 Background
		14.1.1 Ecology-Culture
		14.1.2 Overall Development of?Case Study Schools
	14.2 Survey Method and?Procedure
	14.3 Focus on?Basic Education Policy for?Minority
		14.3.1 Boarding School System
		14.3.2 Bilingual Education
		14.3.3 New Curriculum Reforms
		14.3.4 Teacher Training
		14.3.5 Two Exemptions and?One Subsidy
		14.3.6 Adjustment/Implementation
		14.3.7 Ethnic Culture in?School
	14.4 Discussion
		14.4.1 Boarding School System
		14.4.2 Bilingual Education
		14.4.3 New Curriculum Reforms
		14.4.4 Teacher Training
		14.4.5 ?Two Exemptions and?One Subsidy?
		14.4.6 Layout Adjustment and?Implementation
		14.4.7 Ethnic Culture in?School
	14.5 Recommendations, Countermeasures and?Suggestions
		14.5.1 Suggestions on?the?Boarding School System and?Layout Adjustment/Implementation
		14.5.2 Suggestions on?Bilingual Education
		14.5.3 Suggestions on?New Curriculum Reform
		14.5.4 Suggestions on?Teacher Training
		14.5.5 Suggestions on?Two Exemptions and?One Subsidy
		14.5.6 Suggestions on?the?Integration of?Ethnic Culture into?the?School
	References
15 Findings, Countermeasures, and?Recommendations
	15.1 Findings
		15.1.1 Findings from?Policy Analyses
		15.1.2 Findings from?Field Research
		15.1.3 The Effectiveness of?Provincial Training and?National Seminars
	15.2 Summary
	References
Afterword
Bibliography