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State Schooling and Ethnic Identity

The Politics of a Tibetan Neidi Secondary School in China

Zhiyong Zhu

State Schooling and Ethnic Identity examines the influence of state schooling on Tibetan students' ethnic identity. Zhiyong Zhu has developed a case study of Changzhou Tibetan Middle School after a preferential educational policy was put in place by the Chinese government in the early 1980s. By examining and analyzing student diaries, Zhu has developed a theoretical model for the construction of ethnic identity. Comparing the Neidi Tibetan Schools (those of inland and coastal regions) with the Changzhou Tibetan Middle School, the author takes into account the amount of influence over ethnic identity wielded by the state. State Schooling and Ethnic Identity is a unique study appropriate for readers with interests in China or Tibetan Studies, educational theory, anthropology, and sociology.
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Lexington Books
Pages: 378 • Trim: 6⅜ x 9¼
978-0-7391-1539-8 • Hardback • May 2007 • $150.00 • (£115.00)
Series: Emerging Perspectives on Education in China
Subjects: Education / General
Zhiyong Zhu is associate professor in the College of Educational Management at Beijing Normal University in China.
Chapter 1 Introduction
Chapter 2 Schooling and Ethnic Identity
Chapter 3 Tibetan Education and Tibetan Neidi Secondary Schools
Chapter 4 The Schooling Context of Ethnic Identity Construction
Chapter 5 Tibetan Student Narratives: School Life and Ethnic Identity
Chapter 6 Asserted or Assigned Tibetan Identity: Discussion and Conclusion
This is an important examination of one of the most fascinating social experiments in modern Sino-Tibetan history-the creation of a school system for Tibetan youth outside of Tibet in the Han areas of China.
— Melvyn C. Goldstein, Case Western Reserve University


State Schooling and Ethnic Identity

The Politics of a Tibetan Neidi Secondary School in China

Cover Image
Hardback
Summary
Summary
  • State Schooling and Ethnic Identity examines the influence of state schooling on Tibetan students' ethnic identity. Zhiyong Zhu has developed a case study of Changzhou Tibetan Middle School after a preferential educational policy was put in place by the Chinese government in the early 1980s. By examining and analyzing student diaries, Zhu has developed a theoretical model for the construction of ethnic identity. Comparing the Neidi Tibetan Schools (those of inland and coastal regions) with the Changzhou Tibetan Middle School, the author takes into account the amount of influence over ethnic identity wielded by the state. State Schooling and Ethnic Identity is a unique study appropriate for readers with interests in China or Tibetan Studies, educational theory, anthropology, and sociology.
Details
Details
  • Lexington Books
    Pages: 378 • Trim: 6⅜ x 9¼
    978-0-7391-1539-8 • Hardback • May 2007 • $150.00 • (£115.00)
    Series: Emerging Perspectives on Education in China
    Subjects: Education / General
Author
Author
  • Zhiyong Zhu is associate professor in the College of Educational Management at Beijing Normal University in China.
Table of Contents
Table of Contents
  • Chapter 1 Introduction
    Chapter 2 Schooling and Ethnic Identity
    Chapter 3 Tibetan Education and Tibetan Neidi Secondary Schools
    Chapter 4 The Schooling Context of Ethnic Identity Construction
    Chapter 5 Tibetan Student Narratives: School Life and Ethnic Identity
    Chapter 6 Asserted or Assigned Tibetan Identity: Discussion and Conclusion
Reviews
Reviews
  • This is an important examination of one of the most fascinating social experiments in modern Sino-Tibetan history-the creation of a school system for Tibetan youth outside of Tibet in the Han areas of China.
    — Melvyn C. Goldstein, Case Western Reserve University


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