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Preferential Education Policies in Multi-ethnic China: National Rhetoric, Local Realities explores the cultural logic of China’s preferential policy measures. Similar in premise but different in practice and philosophy to American affirmative action, the preferential policies evoke controversy on all sides: from those who see the measures as insufficient to address problems of educational disparities between ethnic groups, and from those who see the measures as "reverse discrimination." Yamada shows how the policy measures attempt to manage ethnic-based contradictions and appease both majority and minority populations.
Preferential Education Policies in Multi-ethnic China: National Rhetoric, Local Realities explores the cultural logic of China’s preferential policy measures. Similar in premise but different in practice and philosophy to American affirmative action, the preferential policies evoke controversy on all sides: from those who see the measures as insufficient to address problems of educational disparities between ethnic groups, and from those who see the measures as "reverse discrimination." Yamada shows how the policy measures attempt to manage ethnic-based contradictions and appease both majority and minority populations.
China has been ethnically, linguistically, and religiously diverse. This volume recasts the pedagogical and policy challenges of minority education in China in the light of the state's efforts to balance unity and diversity. It brings together leading experts including both critical voices writing from outside China and those working inside China's educational system. The essays explore different aspects of ethnic minority education in China: the challenges associated with bilingual and trilingual education in Xinjiang and Tibet; Han Chinese reactions to preferential minority education; the ro.
FLINS, originally an acronym for Fuzzy Logic and Intelligent Technologies in Nuclear Science, is now extended to include Computational Intelligence for applied research. The contributions to the 12th of FLINS conference cover state-of-the-art research, development, and technology for computational intelligence systems, both from the foundations and the applications points-of-view.
This volume is the first authoritative reference work to provide a truly comprehensive international description and analysis of multicultural education around the world. It is organized around key concepts and uses case studies from various nations in different parts of the world to exemplify and illustrate the concepts. Case studies are from many nations, including the United States, the United Kingdom, Canada, Australia, France, Germany, Spain, Norway, Bulgaria, Russia, South Africa, Japan, China, India, New Zealand, Malaysia, Singapore, Indonesia, Brazil, and Mexico. Two chapters focus on regions – Latin America and the French-speaking nations in Africa. The book is divided into ten sections, covering theory and research pertaining to curriculum reform, immigration and citizenship, language, religion, and the education of ethnic and cultural minority groups among other topics. With fortynewly commissioned pieces written by a prestigious group of internationally renowned scholars, The Routledge International Companion to Multicultural Education provides the definitive statement on the state of multicultural education and on its possibilities for the future.
Chinese ethnic minority education is virtually unknown to readers outside China. Based on extensive qualitative and quantitative data, this book examines the basic education policies for ethnic minorities in China and describes policy implementation. It also discusses successful case studies, restrictive factors, existing gaps and challenges as well as the associated problems, highlighting teacher training and the role of policymakers. The authors propose recommendations to address the challenges faced by Chinese education, and to develop and implement culturally sensitive basic education for ethnic minorities in the country. Offering a rare glimpse inside minority schools in different parts of the country, the book appeals to educators, scholars, decision-makers and anyone interested in diversity education (intercultural, multicultural, global education).
This is an open access book. As a leading role in the global megatrend of scientific innovation, China has been creating a more and more open environment for scientific innovation, increasing the depth and breadth of academic cooperation, and building a community of innovation that benefits all. These endeavors have made new contribution to globalization and creating a community of shared future. To adapt to this changing world and China's fast development in this new area, the 2nd International Conference on Internet, Education and Information Technology (IEIT 2022) is to be held in April 15-17, 2022. This conference takes “bringing together global wisdom in scientific innovation to promote high-quality development" as the theme and focuses on research fields including information technology, education, big data, and Internet. This conference aims to expand channels of international academic exchange in science and technology, build a sharing platform of academic resources, promote scientific innovation on the global scale, improve academic cooperation between China and the outside world. It also aims to encourage exchange of information on research frontiers in different fields, connect the most advanced academic resources in China and abroad, turn research results into industrial solutions, bring together talents, technologies and capital to boost development.
Intergenerational income mobility is of great societal importance due to its relevance to equal socio-economic opportunity and future economic efficiency. In her book Dr Hou explores the potential role of education policy in reducing intergenerational transmission of poverty and promoting intergenerational income mobility in China. Her research investigates the extent to which intergenerational income persists in China, the mechanisms behind intergenerational inequality, and premises for policy intervention. The interaction between families, labour markets, and public policies that structure a child’s opportunities and determine the extent to which income is related to family background are discussed in detail. The book comprises of three separate empirical studies examining the relationship between parents’ income and the long-term welfare of their children for two birth cohorts; the role education plays in the intergenerational income relationship; and possible policy intervention channels to facilitate intergenerational income mobility. The lessons learnt from the empirical studies in this book offer the basis for a discussion of current educational policies and provide guidance for developing more appropriate public policies to promote intergenerational income mobility in China in the future. This book contributes to the international discussion by providing evidence in Chinese context, and also provides guidance for policymakers attempting to develop more appropriate public policies to promote intergenerational income mobility in China.
In the first decade of the twenty-first century, the People's Republic of China experienced dramatic growth and expansion that altered the educational environment of children. Rapid economic development increased prosperity and educational opportunities for children expanded in a wealthier society. Yet, a by-product of rising wealth was rising inequality. While the children of the emerging urban middle and elite classes enjoyed new prosperity, the children of hte persistently poor in rural communities continued to experience challenges such as food insecurity, illness, hardships of family separation, and migrant life on the margins of the cities. This time period saw a large resource gap emerge between the home conditions of poor rural children compared with those of their wealthier urban counterparts. This book highlights the complexities China has experienced in seeking to extend full educational access to rural children— including rural- to- urban migrant and ethnic minority children—during a momentous period in China. Chapters delve into the experiences, perceptions, strategies, and diffi culties of rural- origin children and their families in the school system, and lay bare the challenges of policy initiatives designed to support rural education. We hope the experiences detailed here will be of interest to students and scholars of rural educational policy and practice in China and worldwide.
This book examines the interactions and dynamics between one cross-border joint-university and its social environment in the process of institutional transplantation and organizational adaptation. This study specifically demonstrates the interplays between the joint-university and its key players, including partners, government, market, parents, and the general public. By examining a variety of tensions between the joint-university and its key social actors, this research suggests a concept of "organizational dilemma" to capture the characteristics embedded in cross-border joint-universities in mainland China, and as an analytical model to unpack the tensions giving rise to the dilemmatic feature.