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| 附加的形体格式： | Online version: Zhao, Zhenzhou, 1979- China's Mongols at University. Lanham, Md. : Lexington Books, c2010 (OCoLC)761456686 |
|---|---|
| 文件类型： | 书 |
| 所有的著者/提供者： |
Zhenzhou Zhao |
| ISBN: | 9780739134689 073913468X |
| OCLC号码： | 490077359 |
| 描述： | xxiii, 267 p., [14] p. of plates : ill., map ; 24 cm. |
| 内容： | Chapter 1 Series Editor's Foreword Chapter 2 Foreword Chapter 3 Acknowledgments Chapter 4 1 China, the Mongols, and Ethnic Representation Chapter 5 2 Recognition and Education: A New Perspective on Ethnic Inequality Chapter 6 3 Minorities and Chinese Higher Education Chapter 7 4 The Case of Inner Mongolia Normal University Chapter 8 5 The Case of Beijing Normal University Chapter 9 6 The Case of South China University for Nationalities Chapter 10 7 Privileged and Cultural Recognition: Challenges Facing Higher Education Chapter 11 8 Self-Reflection by the Author 12 Appendix 13 Bibliography 14 Index 15 About the Author |
| 丛书名： | Emerging perspectives on education in China. |
| 责任： | Zhenzhou Zhao. |
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出版商概要
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, USC College, East Asian Studies Center 再读一些...