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Inner Mongolian Students’ Self-Identification during Preparatory Education

Enkezhuola, Enkezhuola (2022) COSM40 20221
Centre for East and South-East Asian Studies, Lund University
Abstract
Chinese preparatory education is a specialized higher education programme for students from ethnic minorities. Minorities in remote areas are eligible for a preferential education policy that permits entry into universities as "ethnic minority preparatory students " (少数民族预科学生). At school, these ethnic students encounter not only the challenge of their role as preparatory students but also the challenge of their identity in the context of a dominant ideology of Chinese ethnicity (中华民族). In this study, semi-structured interviews were conducted to explore the experiences of Mongolian students from Inner Mongolia who were accepted to enter preparatory education, issues of self-identity formation, and how they dealt with the awakening of their... (More)
Chinese preparatory education is a specialized higher education programme for students from ethnic minorities. Minorities in remote areas are eligible for a preferential education policy that permits entry into universities as "ethnic minority preparatory students " (少数民族预科学生). At school, these ethnic students encounter not only the challenge of their role as preparatory students but also the challenge of their identity in the context of a dominant ideology of Chinese ethnicity (中华民族). In this study, semi-structured interviews were conducted to explore the experiences of Mongolian students from Inner Mongolia who were accepted to enter preparatory education, issues of self-identity formation, and how they dealt with the awakening of their ethnic identity. The results found that as students transitioned from high schools in Inner Mongolia to ethnic preparatory education schools in non-local places, changes in the educational, social and relatively complex socio-political environment have affected, to varying degrees, the formation of students' ethnic identity. (Less)
Please use this url to cite or link to this publication:
author
Enkezhuola, Enkezhuola
supervisor
organization
course
COSM40 20221
year
type
H2 - Master's Degree (Two Years)
subject
keywords
preparatory education, ethnic minority, ethnic identity, Mongolian students, Inner Mongolia
language
English
id
9099123
date added to LUP
2022-09-02 16:22:35
date last changed
2022-09-02 16:22:35
@misc{9099123,
  abstract     = {{Chinese preparatory education is a specialized higher education programme for students from ethnic minorities. Minorities in remote areas are eligible for a preferential education policy that permits entry into universities as "ethnic minority preparatory students " (少数民族预科学生). At school, these ethnic students encounter not only the challenge of their role as preparatory students but also the challenge of their identity in the context of a dominant ideology of Chinese ethnicity (中华民族). In this study, semi-structured interviews were conducted to explore the experiences of Mongolian students from Inner Mongolia who were accepted to enter preparatory education, issues of self-identity formation, and how they dealt with the awakening of their ethnic identity. The results found that as students transitioned from high schools in Inner Mongolia to ethnic preparatory education schools in non-local places, changes in the educational, social and relatively complex socio-political environment have affected, to varying degrees, the formation of students' ethnic identity.}},
  author       = {{Enkezhuola, Enkezhuola}},
  language     = {{eng}},
  note         = {{Student Paper}},
  title        = {{Inner Mongolian Students’ Self-Identification during Preparatory Education}},
  year         = {{2022}},
}