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ERIC Number: EJ1367374
Record Type: Journal
Publication Date: 2022
Pages: 25
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0022-0272
EISSN: EISSN-1366-5839
Celebrating Culture and Neglecting Language: Representation of Ethnic Minorities in Chinese Primary School Textbooks (1976-2021)
Liu, Qian; Colak, Fatma Zehra; Agirdag, Orhan
Journal of Curriculum Studies, v54 n5 p687-711 2022
This study draws on data collected from Chinese language textbooks to investigate the ways in which ethnic minority cultures and languages are represented in primary school textbooks in China. Drawing on the methods of thematic and comparative analysis, we specifically analyse how the representation of ethnic minorities in Chinese textbooks has changed across different periods in history. The analysis reveals that the representation of ethnic minority cultures and languages is largely limited to the "contributions approach" and "additive approach" to multicultural curriculum development. The findings show a largely selective, traditional, and stereotypical representation of ethnic minority cultures and languages in school textbooks, which focus primarily on cultures from representative ethnic groups. Although an accurate and equitable representation of ethnic minorities is still mostly lacking in Chinese language textbooks, a multicultural approach to ethnic diversity has been gaining ground over the past four decades. Interestingly, increasing interest in a multicultural approach has been accompanied by decreasing tolerance towards ethnic multilingualism in textbooks over the past four decades. Such observable trends towards monolingualism and multiculturalism in the representation of ethnic and linguistic diversity in textbooks echo the continuous changes in national education policy.
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China
Grant or Contract Numbers: N/A