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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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PRINTED FROM HONG KONG SCHOLARSHIP ONLINE (www.hongkong.universitypressscholarship.com). (c) Copyright Hong Kong University Press, 2022. An individual user may print out a PDF of a single chapter of a monograph in HKSO for personal use.date: 25 May 2022

Popularizing Basic Education in Tibet’s Nomadic Regions

Popularizing Basic Education in Tibet’s Nomadic Regions

(p.107) 5 Popularizing Basic Education in Tibet’s Nomadic Regions
Minority Education in China

Gerard Postiglione

Ben Jiao

Li Xiaoliang


Hong Kong University Press

The remote, sparsely populated, and harsh environment of Tibet plateau further complicates educational reform in this frontier region. In their chapter, Gerard Postiglione, Ben Jiao, Li Xiaoliang, and Tsamla survey the challenges associated with popularizing basic education in the nomadic regions of Tibet. Drawing on fieldwork in remote Nakchu and Ngari prefectures, they identified a significant gap between the perceptions and desires of state educators and the families of Tibetan nomads. While the state is focused on meeting enrolment targets, most nomadic families continue to question the value of a modern-style education, resulting in high rates of truancy and drop-outs. What is required, they argue, is a curriculum that is “culturally sensitive, regionally relevant, and responsive to the realities of the nomadic community.” In particular, they identify the lack of sufficient vocational training and locally-embedded schools and curriculum as two important hurdles to improving the uptake of basic education for Tibetan nomads.

Keywords:   Tibetan Autonomous Region, China, Nomadic education, Basic education, Nakchu and Ngari preferectures, Local curriculum, Tibetan nomads, Ethnicity, Chinese minorities

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