By Minglang Zhou, Ann Maxwell Hill
This quantity is the 1st to comprehensively study Chinese's affirmative motion guidelines within the severe region of minority schooling, an important conduit to employment and fiscal good fortune within the PRC after the commercial reforms started within the overdue 1970s.
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Extra resources for Affirmative Action in China and the U.S.: A Dialogue on Inequality and Minority Education
The minority nationalities run the house but the Han people give the orders” (Guangming Daily 1958). “Many rights in theory, few in practice” (cited in Dryer 1972, 224). The publication of such complaints heralded a radical swing in Chinese national policy. A full-scale attack on local nationalism was launched. The program blended well with the policies of the Great Leap Forward (1957–58), which was inaugurated shortly thereafter. ” In the words of one Chinese authority, “the less [sic] differences among peoples, the faster development can be” (p.
Han) chauvinism is described as the greatest threat; when more rapid acculturation/assimilation is the current goal, local nationalism becomes the bête noir. The acclaim or invective heaped upon legendary heroes of the minorities—figures such as the Mongol Chinggis Khan—is also a key. While the Khan’s momentary standing with the Beijing authorities might seem a somewhat frivolous, minor issue, that standing has in fact been one of the most reliable and easily read barometers of official policy on the national question.
Part I Debating China’s Positive Policies: Historical Antecedents and Contemporary Practice Chapter 1 Mandarins, Marxists, and Minorities Walker Connor Those charged with designing or implementing policies to placate minorities ensconced in their own homelands face two levels of problems. The first, the urge of minorities to control their own destinies and therefore to resent and resist rule by outsiders, is common to all multi-homeland states. The second set of problems evolves from each country’s unique experience.
Affirmative Action in China and the U.S.: A Dialogue on Inequality and Minority Education by Minglang Zhou, Ann Maxwell Hill