In this study, we discuss the Confucian tradition in today's multicultural China from two perspectives: that of the mandatory school curriculum, which represents 'official knowledge', and that of students from ethnic minority and/or religious backgrounds who are located on the cultural margins in China. The analysis draws on curricular narratives of the Confucian tradition for six major school subjects and semi-structured interviews with a group of university students from non-Han ethnic minority and/or religious backgrounds, whose lived experiences are rarely included in the national curriculum narrative. The analysis suggests that the interpretation of the Confucian tradition is a monopolising and dominant discourse that reinforces the cultural hierarchy between different cultural groups. However, the students appear to regard the Confucian tradition as only one culture and worldview in China, which can benefit from the critical reflexivity of other cultures.