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.The new school principal, a man in his early thirties, and the party vice-secretary ( fu shuji), a woman in her early forties, met me formally. ... Then, at the first Wednesday afternoon regular school staff meeting for aquot;political studyaquot; (zhengzhi xuexi), 2 1 was introduced by the principal. ... However, a few days later, the principal requested me to present an official introduction letter from my working unit (Nanjinganbsp;...
|Title||:||State Schooling and Ethnic Identity|
|Publisher||:||Lexington Books - 2007-01-01|