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China's Mongols at University: Contesting Cultural Recognition - Emerging Perspectives on Education in China (Hardback)
  • China's Mongols at University: Contesting Cultural Recognition - Emerging Perspectives on Education in China (Hardback)
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China's Mongols at University: Contesting Cultural Recognition - Emerging Perspectives on Education in China (Hardback)

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£75.00
Hardback 300 Pages / Published: 09/04/2010
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China's Mongols at University looks at interactions among the government, universities, and minority Mongol students. Zhenzhou Zhao gradually presents and reflects on life stories of seemingly privileged minorities in China's higher education system. The book compares three universities in separate provinces or regions that represent distinct types of higher educational institutions and discusses the issue of educational justice from the perspective of the politics of recognition in market-oriented, globalizing China.

Publisher: Lexington Books
ISBN: 9780739134689
Number of pages: 300
Weight: 567 g
Dimensions: 241 x 163 x 27 mm


MEDIA REVIEWS
This book recounts untold stories about ethnic relations in China. It examines how ethnic equality is represented in various institutions' discourses on college campus and how ethnic equality and inequality are perceived and voiced by Mongolian college students, their Han peers, and college faculty/staff. -- Minglang Zhou, University of Maryland at College Park, coeditor of Affirmative Action in China and the U.S.: A Dialogue on Inequality and Minor
Zhenzhou Zhao's volume offers a very welcome scholarly attempt to bring us much closer to a persuasive understanding of the relationship between Han Chinese and ethnic minorities in China in a university setting. By using multiple voices, representing both Mongol and Han students, as well as the educational authorities at the universities at which they are studying, Zhao's research design and methodological choices enable her to tell a highly complex story in clearly written prose. We are presented with an impressive comparative analysis that goes beyond what any single case study would have offered. Because she employed multiple sources of data collection-including documentary research, 141 interviews, and direct observation-Zhao is able to reveal the key differences represented by the multiple voices. While the Chinese media contain many accounts about educational access for minorities, generally offering an "official" voice, this is one of the very few accounts that looks at the experience of minority nationality students after they have enrolled, incorporating their voices alongside that of the dominant majority culture. -- Stanley Rosen, University of Southern California

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