Bridging Ethnic Divides: The Impact of Education on Social Cohesion in China’s Diverse Landscape
Journal: Region - Educational Research and Reviews DOI: 10.32629/rerr.v6i2.1715
Abstract
China is a multi-ethnic nation whose national development places a high value on national cohesion, which is enhanced in large part by education. This research examines the role of China’s educational system by literature study method in promoting social cohesion and bridging ethnic divides. It delves into the disparities in educational opportunities among ethnic groups, attributing them to historical, geographic, and cultural factors. Multicultural and intercultural education, along with policies for national unity and special education for ethnic minorities, are analyzed. Challenges such as educational gaps, unreasonable curricula, and bilingual education issues are identified. The essay concludes with recommendations to increase funding, diversify curricula, enhance teacher preparation, and implement specific strategies for ethnic minority education, emphasizing the transformative potential of education in fostering social solidarity and transcending ethnic barriers for a more equitable and cohesive future in China.
Keywords
ethnic education, multiculturalism education, intercultural education, national minority
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[3] Chen Lipeng, Zhang Yu, Li Zhengxin. The Theoretical Essentials of Xi Jin-ping’s Important ents on Ethnic Education. Guizhou: Guizhou Ethnic Studies. 2022; (04): 186-191.
[4] Qu Jin. Study on cultural co-building and sharing in China’s multi-ethnic regions. Beijing: National Academy of Governance, 2019.
[5] Spindler George. Education and Cultural Process. Waveland Press, 1987.
[6] Xu Kefeng. (2008) A Study on the Development of Chinese Minority Education’s Policies. Ph.D. Thesis, Northwest Normal University, Lanzhou.
[7] Xu Minna. Research on regional support policies for improving differentiation in ethnic areas. Inner Mongolia: Inner Mongolia Theory Research of United Front. 2022; (03): 17-22.
[8] Wu Mengke. Ethnic Education Research Based on the Concept of Intercultural Education. Tibet: Journal of Tibet University. 2017; 32: 188–194.
[9] Zheng Keling. Pushing Forward Education Fairly to Promote the Balanced Education Development for Nationalities. Heilongjiang: Online First Heilongjiang National Series. 2007; (4): 189-192.
[10] Huang Jun. Chinese Higher Education for Minorities and the Concept of Multicultural Education. Heilongjiang: Heilongjiang Research on Higher Education. 2001; (6): 28-31.
[11] Wang Jian. The formation and development of the education concept of the Chinese nation’s multiculturalism and unity. Guangxi: Guangxi Ethnic Studies. 2002; (4): 40-47.
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[13] Li Hongting, Teng Xing. Advocating the Theory of Multicultural Integration Education and Cultivating the Sense of Chinese Identity: Also as a Comment on the Theoretical Basis and Contribution of “Multicultural Integration Education”. Gansu: Contemporary Education and Culture. 2020; 12(6): 17-23.
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[16] Jiang Shangru. (2023) Study on ethnic unity education for senior high school students in ethnic minority areas ——Take Linzhi No.2 Senior High School in Tibet as an example. Liaoning Normal University, Dalian.
[18] Tian Xiaofei. Chinese national education policy since reform and opening. Heilongjiang: Historical Records of Heilongjiang. 2010; 199–200.
[19] Su De, Zhang Liang. National unity education under the theory of “pluralism” and its implementation. Guangxi: Academic Forum. 2017; 40(3): 166-171.
[20] Teng Xing, Ma Xiaoyi. China’s Preferential Policy to Minority Nationalities in Higher Education and Education Equality. Beijing: Ethno-National Studies. 2005; 5(10): 10-18.
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