View Full Version : Book: Muslim Uyghur Students In A Chinese Boarding School: Social Recapitalization

09-07-08, 02:24

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State Schooling and Ethnic Identity:

The Politics of a Tibetan Neidi Secondary School in China
Zhiyong ZHU

Series: Emerging Perspectives on Education in China

"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, John Reynolds Harkness Professor, Case Western Reserve University

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.

Muslim Uyghur Students in a Chinese Boarding School:

Social Recapitalization as a Response to Ethnic Integration
Yangbin CHEN
Series: Emerging Perspectives on Education in China

This book will interest not only scholars of China’s minority peoples, but those engaged in comparative study of educational policy in multi-ethnic environments.” —*James A. Millward*, Georgetown University

“This is a nuanced study of Muslim Uyghur students in Chinese boarding schools in China. It offers a full and fair overview of the development
of Xinjiang Classes as a state policy of ethnic integration while documenting the role of agency on the part of Uyghur students in their active resistance to cultural subjugation and their proactive effort to build social networks in school. The study illuminates the process of social recapitalization benefiting minority schooling, pushes the reader to re-think the paradox of assimilation and ethnicization, and calls for a public policy of multicultural education.” —*Min Zhou*, University of California, Los Angeles

Yangbin Chen conceptualizes the process of Uyghur students’ responses to the school goal of ethnic integration as social recapitalization. While their former social capital from families or communities in Xinjiang is constrained in the boarding school, Uyghur youths are able to develop independent and new social capital to facilitate their schooling. Nonetheless, they lack "bridging social capital," which makes the goal
of ethnic integration more difficult to achieve.