Jump to ContentJump to Main Navigation
Minority Education in ChinaBalancing Unity and Diversity in an Era of Critical Pluralism$
Users without a subscription are not able to see the full content.

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

Show Summary Details
Page of

PRINTED FROM HONG KONG SCHOLARSHIP ONLINE (www.hongkong.universitypressscholarship.com). (c) Copyright Hong Kong University Press, 2018. All Rights Reserved. Under the terms of the licence agreement, an individual user may print out a PDF of a single chapter of a monograph in HKSO for personal use (for details see www.hongkong.universitypressscholarship.com/page/privacy-policy).date: 21 September 2018

How Do You Say “China” in Mongolian?

How Do You Say “China” in Mongolian?

Toward a Deeper Understanding of Multicultural Education in China

Chapter:
(p.65) 3 How Do You Say “China” in Mongolian?
Source:
Minority Education in China
Author(s):

Naran Bilik

Publisher:
Hong Kong University Press
DOI:10.5790/hongkong/9789888208135.003.0004

In this chapter, Naran Bilik argues that despite the presence of Han linguistic imperialism, there remains a distinct “linguistic-cultural anxiety” in the PRC. On the one hand, there are those that stress the “unity” (yiti) side of Fei Xiaotong’s formula and call for more emphasis on national integration, while on the other hand, there are those that emphasize the “diversity” (duoyuan) side and advocate increased provisions for ethnic pluralism in China. While market forces have sharpened these contradictions, they are also deeply rooted in the history of the Asian continent. Seeking to uncover the fluid and unstable plurality of past notions of “China,” Bilik highlights the polysemy of Chinese terms like minzu, zhongguo, and zhonghua in the Mongolian language, and suggests that by asking and then validating the different ways “you say China in Mongolian,” one can shatter the myth of “mono-cultural centrism” and promote inter-ethnic understanding in China.

Keywords:   Linguistic-cultural anxiety, Mongolian, Mongolia, China, Ethnicity, Mono-cultural centrism, Multicultural education, Multiculturalism, Minority education

Hong Kong Scholarship Online requires a subscription or purchase to access the full text of books within the service. Public users can however freely search the site and view the abstracts and keywords for each book and chapter.

Please, subscribe or login to access full text content.

If you think you should have access to this title, please contact your librarian.

To troubleshoot, please check our FAQs , and if you can't find the answer there, please contact us .