Critical Insights into Ethnic Minority Education Policies in the People's Republic of China: A Study of the Dai Language Curriculum
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| Title: | Critical Insights into Ethnic Minority Education Policies in the People's Republic of China: A Study of the Dai Language Curriculum |
|---|---|
| Language: | English |
| Authors: | Jianlin Yang, Nannaphat Saenghong, Nongyao Nawarat, Prasit Leepreecha |
| Source: | rEFLections. 2024 31(3):1369-1385. |
| Availability: | King Mongkut's University of Technology Thonburi School of Liberal Arts. 126 Pracha Uthit Road, Bang Mod, Thung Khru, Bangkok, Thailand 10140. Tel: +66-2470-8756; Fax: +66-2428-3375; Web site: https://so05.tci-thaijo.org/index.php/reflections/index |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Foreign Countries, Second Language Learning, Modern Language Curriculum, Elementary Schools, FLES, Administrator Attitudes, Parent Attitudes, Student Attitudes, Teacher Attitudes |
| Geographic Terms: | China |
| ISSN: | 1513-5934 2651-1479 |
| Abstract: | This paper investigates the implementation of the Dai language curriculum within a culturally diverse school setting in Xishuangbanna, China. Employing a qualitative research methodology, including semi-structured interviews, observation, and document analysis, the study examines three key aspects: curriculum implementation, diverse perspectives, and the influence of Chinese Preferential Policies (CPPs). Originating from a 2017 directive by the Xishuangbanna Office of Education emphasizing bilingual education in Dai and Chinese Mandarin, the curriculum's inception and execution are analyzed. After conducting interviews and observations with various stakeholders, including Dai and non-Dai students, educators, parents, and community leaders, we discovered that Dai students have a strong connection to their cultural heritage. Moreover, non-Dai students are interested in exploring their own languages and cultures. Additionally, the study highlights the significant influence of CPPs on curriculum implementation, underscoring its role in facilitating development and community engagement. However, the paper argues that while CPPs-driven language education may benefit dominant ethnic groups, it may inadvertently hinder cultural inclusion for non-dominant groups within the educational framework. This paper contributes nuanced insights into the complexities surrounding the implementation of ethnic language curricula in culturally diverse educational settings, shedding light on both opportunities and challenges inherent in CPPs-driven educational policies. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1459929 |
| Database: | ERIC |
| Abstract: | This paper investigates the implementation of the Dai language curriculum within a culturally diverse school setting in Xishuangbanna, China. Employing a qualitative research methodology, including semi-structured interviews, observation, and document analysis, the study examines three key aspects: curriculum implementation, diverse perspectives, and the influence of Chinese Preferential Policies (CPPs). Originating from a 2017 directive by the Xishuangbanna Office of Education emphasizing bilingual education in Dai and Chinese Mandarin, the curriculum's inception and execution are analyzed. After conducting interviews and observations with various stakeholders, including Dai and non-Dai students, educators, parents, and community leaders, we discovered that Dai students have a strong connection to their cultural heritage. Moreover, non-Dai students are interested in exploring their own languages and cultures. Additionally, the study highlights the significant influence of CPPs on curriculum implementation, underscoring its role in facilitating development and community engagement. However, the paper argues that while CPPs-driven language education may benefit dominant ethnic groups, it may inadvertently hinder cultural inclusion for non-dominant groups within the educational framework. This paper contributes nuanced insights into the complexities surrounding the implementation of ethnic language curricula in culturally diverse educational settings, shedding light on both opportunities and challenges inherent in CPPs-driven educational policies. |
|---|---|
| ISSN: | 1513-5934 2651-1479 |
