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Minority Education in ChinaBalancing Unity and Diversity in an Era of Critical Pluralism$
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James Leibold and Yangbin Chen

Print publication date: 2013

Print ISBN-13: 9789888208135

Published to Hong Kong Scholarship Online: May 2014

DOI: 10.5790/hongkong/9789888208135.001.0001

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Intellectual Styles and Their Implications for Multicultural Education in China

Intellectual Styles and Their Implications for Multicultural Education in China

Chapter:
(p.279) 13 Intellectual Styles and Their Implications for Multicultural Education in China
Source:
Minority Education in China
Author(s):

Li-fang Zhang

Publisher:
Hong Kong University Press
DOI:10.5790/hongkong/9789888208135.003.0014

In her chapter, Zhang Li-fang asks what intellectual styles are the most conducive for good educational outcomes in a multi-ethnic environment like China. She argues that intellectual styles complicate multicultural education, and stresses the importance of balancing group preferences for learning with individual cognitive styles. Furthermore, rapidly developing multiethnic societies like China, must navigate the desire to cultivate “the adaptive values of Type I styles,” which are more propitious to the “creativity-generating” activities of the global economy, with the more conservative style exhibited by some Chinese minorities like Tibetan and Uyghur students. This is made all the more difficult by the PRC’s unique ethnic policies, and the inflexibility they offer at the curriculum level, and, one might add, the institutional scale.

Keywords:   Intellectual styles, Multicultural education, China, Tibetans, Hofstede, Culture, Multilingual education, Comparative education

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