State Schooling And Ethnic Identity
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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.
Figures ixTables xiSeries Editor's Foreword xiiiForeword xvAcknowledgments xviiIntroduction 1Schooling and Ethnic Identity 17Tibetan Education and Tibetan Neidi Secondary Schools 49The Schooling Context of Ethnic Identity Construction 87Tibetan Student Narratives: School Life and Ethnic Identity 167Asserted or Assigned Tibetan Identity?: Discussion and Conclusion 261Methodological Considerations 293Bibliography 321Index 349About the Author 359
