iChina: the rise of the individual in modern Chinese society
In: NIAS studies in Asian topics no. 45
33 Ergebnisse
Sortierung:
In: NIAS studies in Asian topics no. 45
In: Studies on Ethnic Groups in China
Open-access edition: DOI 10.6069/9780295804125 Two very different ethnic minority communities—the Naxi of the Lijiang area in northern Yunnan and the Tai (Dai) of Sipsong Panna (Xishuangbanna), along Yunnan's border with Burma and Laos—are featured in this comparative study of the implementation and reception of state minority education policy in the People's Republic of China. Based on field research and historical sources, Lessons in Being Chinese argues that state policy, which is intended to be applied uniformly across all minority regions, in fact is much more successful in some than in others. In Lijiang, elite members of the Naxi ethnic group (minzu) have a centuries-old connection with Chinese state educational systems as avenues to social mobility, and have continued this tradition under Communist rule. They participate enthusiastically in the present system, using education to gain official and professional positions. In contrast to the Lijiang area, Sipsong Panna functioned in many ways as a separate kingdom until 1950, with its own script and a separate educational system centered in Theravada Buddhist monasteries. Today, many Tai in that area still prefer monastic education for their sons, and most parents are indifferent to state education. This study finds that standardized, homogenizing state education is in itself incapable of instilling in students an identification with the Chinese state, ironically often increasing ethnic identity. Lessons in Being Chinese enhances our understanding of how state policy toward minorities works in many areas of life, and its conclusions can be extended well beyond the sphere of education. It will be of interest to both anthropologists and educators.
World Affairs Online
In: The China journal: Zhongguo-yanjiu, Band 86, S. 186-188
ISSN: 1835-8535
In: The China quarterly, Band 234, S. 560-561
ISSN: 1468-2648
In: The journal of the Royal Anthropological Institute, Band 23, Heft 3, S. 642-643
ISSN: 1467-9655
In: The China journal: Zhongguo-yanjiu, Band 77, S. 187-188
ISSN: 1835-8535
In: The journal of the Royal Anthropological Institute, Band 22, Heft 4, S. 1009-1010
ISSN: 1467-9655
In: The China quarterly, Band 216, S. 1075-1076
ISSN: 1468-2648
In: The China quarterly, Band 213, S. 60-77
ISSN: 1468-2648
AbstractIn Chinese public discourse, it has almost become a truism that the generation born after the mid-1980s is more selfish, individualistic, and materialistic than previous generations. Consequently, an important task for public moral education is to correct this behaviour and to generate compassion for others beyond the family, to strengthen nationalist sentiments and to imbue a sense of duty to the greater community. Schools provide the Chinese government with a key opportunity to achieve this. Based on fieldwork in a rural high school in China, this article demonstrates how the official visions of the learned individual portrayed in textbooks collide with a more powerful ideology of individualism that is implicitly promoted through activities within the school, and is reflective of an ongoing process of individualization, not only in Chinese society, but also within state institutions, such as the school.
In: The China quarterly, Heft 213, S. 60-77
ISSN: 1468-2648
In: The China quarterly: an international journal for the study of China, Band 213, S. 60-77
ISSN: 0305-7410, 0009-4439
In: The China quarterly: an international journal for the study of China, Band 216, S. 1075-1076
ISSN: 0305-7410, 0009-4439
In: The journal of the Royal Anthropological Institute, Band 18, Heft 2, S. 479-480
ISSN: 1467-9655
In: The China journal: Zhongguo-yanjiu, Band 65, S. 237-240
ISSN: 1835-8535