Description
Book SynopsisSince the founding of the People's Republic of China in 1949, the Chinese Community Party (CCP) has launched a nation-wide ethnic identification project to recognize ethnic minorities, which are widely considered as peripheral, barbarian, inferior, backward, and distrusted. State schooling is expected to play a significant political role in civilizing and integrating these ethnic minorities. As an important part of Chinese state schooling, fifteen tertiary minority institutions have been established, assuming a primary goal of cultivating minority officials who are loyal to the CCP. This study, situating in the context of Minzu University of China (MUC), the best university designated specifically for the education of ethnic minorities, seeks to explore the intersection between state schooling and ethnic identity construction of Tibetan students. Ethnographic data has revealed how educational backgrounds of MUC's Tibetan students have influenced the ways in which they interpret, negoti
Trade ReviewYang’s book is...a welcome contribution to the study of the role that education plays in constructing ethnic identities in China. It will hopefully provoke further discussion amongst both Sinologists and Tibetologists, and will also make a useful contribution to undergraduate and graduate reading lists on education and ethnicity in China. * Frontiers of Education in China *
Learning to be Tibetan is a richly-nuanced ethnographic account of the politics of education and ethnicity among Tibetan students at the Minzu University of China in Beijing. Miaoyan Yang adroitly works through the everyday reflections and struggles of the Tibetan students she came to know in the course of her fieldwork, bringing alive their hopes, frustrations, and at times critical reflections on the meaning of Tibetan identity in China, which is at once globalizing and still deeply suspicious of its internal ethnic others. Engaging Chinese language scholarship in China and the history of western, English-language scholarship on ethnicity in China, she opens up space for new theoretical debates about the politics of inclusion, exclusion, belonging, and autonomy. This is a groundbreaking work that will surely generate heated discussion and debate. -- Ralph A. Litzinger, Duke University
This book is a timely examination of the cultural politics of Tibetan ethnic identity development within the national higher education system in China. Miaoyan Yang’s work provides a fresh look at minority–majority power dynamics in the world’s most populous country and introduces the complexity of those dynamics in an approachable way to readers who may not be familiar with China’s multiculturalism. The study not only makes a significant contribution to understanding China’s diversity, but also provides a framework within which to consider the complex geopolitical landscape of today’s world. -- Rebecca Clothey, Drexel University
Miaoyan Yang provides readers with a rare glimpse into daily life at the Minzu University of China (MUC)—the premier tertiary institution for ethnic minorities in the People’s Republic of China. Thorough and compelling, yet sensitive, Learning to be Tibetan methodically untangles the wadded threads of influence that bind the ethno-national identities of MUC’s Tibetan students. This book is an impressive contribution to the field of ethnic minority education in China. -- Timothy A. Grose, Rose–Hulman Institute of Technology
Following the model of the USSR, in the 1950s the Chinese government established a school system for ethnic minorities, parallel to the standard school system for the Han and other groups for whom Mandarin was their mother tongue. Minority universities are important parts of this system. What role do these minority universities play in building of group identity? Learning to Be Tibetan: The Construction of Ethnic Identity at Minzu University of China tries to answer this question based on ethnographic research among Tibetan students at Minzu University of China and will provide a better understanding of ethnic policies and their impact on nation-building processes in contemporary China. -- Ma Rong, Peking University
Table of ContentsPart I: Research Background, Conceptual Framework and Methodology Chapter 1: Introduction Chapter 2: Literature Review and Conceptual Framework Chapter 3: Methodology Chapter 4: China’s Ethnic Tibet and the Education of Tibetans Chapter 5: Minzu University of China: The Context of Tibetan Identity Construction Part II: Research Findings Chapter 6: The Tibetan Studies Min Kao Min Students: Ethnicity as Mission Chapter 7: The Non-Tibetan Studies Min Kao Min Students: Ethnicity as Difference Chapter 8: The Inland Tibet School Graduates: Ethnicity as Reflective Awareness Chapter 9: The Min Kao Han Students: Ethnicity as Symbol Chapter 10: Toward the Development of Tibetan Culture Chapter 11: Learning to be Ethnic: Conclusions and Discussions Appendix 1: List of Main Events Observed in Minzu University of China in 2011 Appendix 2: Course Contents of "Theories and Policies on Ethnic Minorities" Appendix 3: Interviewee List (Tibetan)
