<Span><span style="font-weight:bold;">Part I: Research Background, Conceptual Framework and Methodology</span></span><br /><span><span>Chapter 1: Introduction</span></span><br /><span><span>Chapter 2: Literature Review and Conceptual Framework</span></span><br /><span><span>Chapter 3: Methodology</span></span><br /><span><span>Chapter 4: China's Ethnic Tibet and the Education of Tibetans</span></span><br /><span><span>Chapter 5: Minzu University of China: The Context of Tibetan Identity Construction</span></span><br /><span><span style="font-weight:bold;">Part II: Research Findings</span></span><br /><span><span>Chapter 6: The Tibetan Studies Min Kao Min Students: Ethnicity as Mission</span></span><br /><span><span>Chapter 7: The Non-Tibetan Studies Min Kao Min Students: Ethnicity as Difference</span></span><br /><span><span>Chapter 8: The Inland Tibet School Graduates: Ethnicity as Reflective Awareness</span></span><br /><span><span>Chapter 9: The Min Kao Han Students: Ethnicity as Symbol</span></span><br /><span><span>Chapter 10: Toward the Development of Tibetan Culture</span></span><br /><span><span>Chapter 11: Learning to be Ethnic: Conclusions and Discussions</span></span><br /><span><span>Appendix 1: List of Main Events Observed in Minzu University of China in 2011</span></span><br /><span><span>Appendix 2: Course Contents of "Theories and Policies on Ethnic Minorities"</span></span><br /><span><span>Appendix 3: Interviewee List (Tibetan)</span></span>
Summary
This study examines the role of Chinese state schooling in the construction of Tibetan ethnic identity. Based on ethnographic research at Minzu University, it analyzes various patterns of ethnic identification among students and investigates the ways in which minority education in China functions to cultivate ideological loyalty to the state
Bibliography
Includes bibliographical references (pages 259-270) and index
Notes
Description based on print version record and CIP data provided by publisher; resource not viewed
