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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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Multicultural Education and Ethnic Integration

Multicultural Education and Ethnic Integration

A Case Study of Girls’ Education in the Lahu Area

(p.187) 8 Multicultural Education and Ethnic Integration
Minority Education in China

Teng Xing

Yang Hong

Yang Qixue

Hong Kong University Press

With the support of the Ford Foundation, Professor Teng Xing of Minzu University in Beijing has overseen a long-term project aimed at promoting the educational opportunities among the Lahu minority girls of the remote and mountainous Muga township, which is situated along Yunnan province’s border with Burma. In his chapter, Teng and his colleagues reflect on the impact of the specialized Lahu girls’ classes they helped to establish in 2001, and chronicle the impressive academic achievements of two cohorts of students. Putting forward the “Lahu classes” as a successful example of “multicultural integration education,” they argue that the classes provide their lucky participants with the rudiments of a modern education—fluency in Putonghua, basic academic skills and a cultural toolkit—which enables them to survive outside their isolated, rural communities. At the same time, it is argued that the classes help the girls to take pride in their indigenous culture and language through the use of local curriculum materials and pedagogical strategies, while simultaneously promoting the integration of the Lahu minority into mainstream society and the cultural diversity of the Chinese nation

Keywords:   Lahu, China, Lancang Lahu Autonomous County, Multicultural integration education, Multicultural education, Minority education, Basic education, Girls education, Chinese minorities

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