Iredale (human geography, U. of Wollongong, Australia), Naran Bilik (anthropology, Chinese Academy of Social Sciences) and Wang Su (Chinese National Institute of Educational Research, Beijing) address particular aspects of the mobility of minority populations within China. They begin with existing census data, and draw on a targeted survey in four regions: Inner Mongolia, Tibet, Xinjiang and Uyghur, and Beijing. They argue that while minorities have probably taken longer to start moving in significant numbers, they have now become part of the trend. The phenomena, they say, is manifestly urbanization. c. Book News Inc.

The movement of Han Chinese into minority regions has been a long-standing pattern in China. However, China's minorities have taken longer to start moving in significant numbers and have now become part of a social change phenomenon, motivated by economic, social, and political factors. This book looks at how current changes in China are affecting the minority population. The case studies focus on how population shifts and the movement of China's minorities impact such issues as education, ethnic identity, the environment, local economy, labor, and regional development. Han-minority interactions within a number of regions are also examined.

China has been ethnically, linguistically, and religiously diverse. This volume recasts the pedagogical and policy challenges of minority education in China in the light of the state's efforts to balance unity and diversity. It brings together leading experts including both critical voices writing from outside China and those working inside China's educational system. The essays explore different aspects of ethnic minority education in China: the challenges associated with bilingual and trilingual education in Xinjiang and Tibet; Han Chinese reactions to preferential minority education; the ro.

A sociologist of international migration examines the Chinese American experience.

This comparative study of the Naxi and Tai minority groups in Southwestern China examines the implementation and reception of state minority education policy. Hansen (Center for Development and the Environment, U. of Oslo) argues that state policy is not uniformly successful among all minorities, no

Chinese ethnic minority education is virtually unknown to readers outside China. Based on extensive qualitative and quantitative data, this book examines the basic education policies for ethnic minorities in China and describes policy implementation. It also discusses successful case studies, restrictive factors, existing gaps and challenges as well as the associated problems, highlighting teacher training and the role of policymakers. The authors propose recommendations to address the challenges faced by Chinese education, and to develop and implement culturally sensitive basic education for ethnic minorities in the country. Offering a rare glimpse inside minority schools in different parts of the country, the book appeals to educators, scholars, decision-makers and anyone interested in diversity education (intercultural, multicultural, global education).

This much-needed volume explains who ethnic minorities are and how well do they do in China. In addition to offering general information about ethnic minority groups in China, it discusses some important issues around ethnicity, including ethnic inequality, minority rights, and multiculturalism. Drawing on insights and perspectives from scholars in different continents the contributions provide critical reflections on where the field has been and where it is going, offering readers possible directions for future research on minority ethnicity in China. The Handbook reviews research and addresses key conceptual, theoretical and methodological issues in the study of ethnicity in China.