The multiculturalism vs interculturalism: Implications for Asia

2016

This chapter reviews the historical development of China’s bilingual education policy for minority ethnic groups exploring whether this relates to Western notions of multicultural education. The chapter discusses the Chinese setting at national and provincial levels and focuses on four historical periods of China’s education policy. The first is the period under the control of the Nationalist Party from 1905 to 1946. The second is the ‘rapid development’ period from 1947 to 1958 – the early years of rule by the China Communist Party. The third is the so-called ‘sluggish’ period from 1959 to 1976, which was characterized by the Cultural Revolution and ideological movements that resulted in the suppression of minority identities as unsettling the stability and cogency of the communist state. The fourth is the ‘rejuvenation’ period from 1977 to the present, which involves nationwide cultural, educational and economic restoration after the disruption of the Cultural Revolution. This lat...

Politics of multiculturalism in East Asia: Reinterpreting multiculturalism, 2013

Multiculturalism in the Northeastern Asian states of Japan, South Korea, China and Taiwan as well as the members of ASEAN are interesting case studies in how states manage migration policy and create migrant policy. Examining their migration practices, we can understand East Asian perspectives on multiculturalism employing traditional migration frameworks revolving around control and management of entry of migrants, state-building and ethnocentric rationale for/or against pro-migrant policies. This review article will delineate how different states in the region construct migrant policies in line with their state's interests, which include domestic, regional and international interests by employing the below nine articles.

Ethnicities, 2014

Multiculturalism in the Northeastern Asian states of Japan, South Korea, China and Taiwan as well as the members of ASEAN are interesting case studies in how states manage migration policy and create migrant policy. Examining their migration practices, we can understand East Asian perspectives on multiculturalism employing traditional migration frameworks revolving around control and management of entry of migrants, state-building and ethnocentric rationale for/or against pro-migrant policies. This review article will delineate how different states in the region construct migrant policies in line with their state's interests, which include domestic, regional and international interests by employing the below nine articles.

Online Submission, 2011

The purpose of this paper is to review ethnic diversity, national unity and multicultural education in China with graduate students in a multicultural education course and pose some questions for discussion. China is a rapidly developing multiethnic country facing several challenges, including pollution, growing income inequality and low political participation of ordinary citizens. These can threaten social stability. In addition, China must address ethnic conflict, particularly in urban, autonomous and border regions. The Chinese government is advocating national unity education in the school and college curriculum to help address these some of these issues. Multicultural education could provide a framework for addressing social, economic, political and educational inequalities in China. Excerpts from different sources provide information on relevant issues. The instructor could distribute this material to students to read before the lesson, and/or, use his/her own material. Teachers in China and other countries should: (1) avoid teaching a hidden curriculum; (2) understand the characteristics of a culturally assaultive classroom; (3) learn how to prepare a multicultural curriculum; (4) set objectives while using a multicultural education model; (5) involve parents in the education of children; and (6) work on changing their attitudes. Some ideas for teaching multi-culturally are listed in seven Tables.

1998

The education of ethnic minorities in China is explored, addressing issues that relate to state schooling, ethnicity, and development. Minority religions, which traditionally provided much of the education outside of the family, are tolerated increasingly officially, but not really recognized in state schooling. Language is another major challenge related to ethnic minority culture and schooling. There is a strong national call to use Chinese as the main medium in instruction, but in many cases efforts are being made to educate in minority languages. Although the provision of education for ethnic minorities has been increasing, most minorities are below the national average at all levels. This is especially true for women. The gap between minority achievement and that of the large Han group is also especially apparent in higher education. Since 1980, measures have been taken to increase the participation of minorities in higher education, but much remains to be done. A look at Tibet illustrates many of the problems in minority education in China. So far, the diversity that exists in China does not appear to be fully reflected in the content of schooling, and this is even more apparent in predominantly Han Chinese schools, where there seems to be little sensitivity to minority cultures. Curricula that reflect the cultural diversity of China might increase understanding among ethnic groups and help conserve minority cultures. (Contains 59 endnotes.) (SLD)

Asian Journal of Social Science, 1988

Global issues in education: …, 2009

p. cm. Includes index. ISBN 978-1-60709-271-1 (cloth : alk. paper) -ISBN 978-1-60709-272-8 (pbk. : alk. paper) -ISBN 978-1-60709-273-5 (electronic) 1. Multicultural education-Case studies. 2. Education and globalization-Case studies.

Current Issues in Comparative Education, 2002

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