Inner Mongolian Students’ Self-Identification during Preparatory Education
(2022) COSM40 20221Centre 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:
http://lup.lub.lu.se/student-papers/record/9099123
- author
- Enkezhuola, Enkezhuola
- supervisor
-
- Jinyan Zeng LU
- organization
- course
- COSM40 20221
- year
- 2022
- 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}}, }