By Mette Halskov Hansen
This research unearths that standardized, homogenizing kingdom schooling is in itself incapable of instilling in scholars an identity with the chinese language nation, paradoxically usually expanding ethnic identity.
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Additional resources for Lessons in Being Chinese: Minority Education and Ethnic Identity in Southwest China
Sample text
By the end of the Qing the bureau had started 128 free "native simple literacy schools" {tuminjianyi shizixueshu) with a total of 3,974 students in the province {TMJFG 1992: 48). These schools taught basic knowledge of Chinese characters to non-Han peoples such as the Jinghpaw, Lisu, A'chang, Akha, and Tai. One Chinese pubhcation estimates that 10 to 20 percent of the students in these schools acquired such knowledge, but we have no information as to how thisfigurewas reached {TMJFG 1992: 7)} Generally, the late and weakening Qing empire left the task of promoting education in non-Han areas such as Yunnan to local administrators and educators.
Chen initiated seven hundred charitable schools in Yunnan alone between 1733 and 1737 {TM/FG 1992: 46). During the Qing many Confucian scholars beheved that not only could Confucian learning eventually provide "barbarian" peoples with proper knowledge and conduct of behavior, but disregard of education could cause 7. , 1994; Woodside 1983; Rowe 1994. 8 EDUCATION AND MINORITY POLICY Han people to become uncivilized. This was clearly expressed by a scholar who stated in 1738 that "if savages cherish learning, they may advance to become Han; if Han people neglect learning, they may degenerate into savages" (quoted in Rowe 1994: 423).
Whereas minority students had previously learned through their education that minorities in the Chinese state had their own cultural and economic characteristics, which would eventually fade away with the helpful assistance of the Han and the CCP, they now learned that the time had come to quickly eradicate the backward customs that separated them from the forefront of the revolution. In the years following Mao's death and the fall of the Gang of Four (Jiang Qing, Wang Hongwen, Yao Wenyuan, and Zhang Chunqiao) in 1976, China's new policy of the Four Modernizations (in agriculture, industry, 17 EDUCATION AND MINORITY POLICY defense, and science and technology) profoundly influenced the development of education, and a number of measures have since been taken to promote education of minorities.
