Politics and policy changes in minority education in China: The case of Xinyang

Abstract

Yan and Whitty analyse the general strategies adopted by the Chinese government to integrate its minority ethnic groups and how these strategies have shifted in accordance with changes of political climate in the central government in Beijing. Four periods are identified in this chapter according to the dominant development strategies adopted by the central government. The authors examine policy changes in minority education in China and how the changes responded to wider shifts in the political climate. The case of Xinjiang was particularly discussed as an example of policy intervention in one of China’s most multi-ethnic regions. The authors argue that while these policies are presented as facilitating the integration of minority ethnic groups into Chinese society, in practice they do not always constitute genuinely multicultural education. For Yan and Whitty, this should entail intercultural dialogues that respect the cultural identities of all learners. Such an education also needs to provide them with the knowledge, skills and attitudes necessary to achieve full participation in society. Both authors urge a re-think in the construction of “Chineseness”, so that the current Han dominant vision of China can be replaced with a new vision of multi-ethnic China.