One of the most controversial policies in Chinese minority
education concerns the so-called inland ethnic minority schools or
classes in Han inhabited areas in China. Since 2000, boarding
Xinjiang Classes have been established in the eastern cities of
China for high school students from the Xinjiang Uyghur Autonomous
Region, in order to educate young Uyghur and other ethnic minority
students through the national curricula. Although the Xinjiang
Classes are supposed to promote ethnic integration between the
Muslim Uyghur minority and the Han majority, there often remains a
gap between the stated policy goal and its actual implementation.
Guided by the theoretical framework of social capital analysis,
this book therefore examines how Uyghur students in the Xinjiang
Classes respond to the school goal of ethnic integration. Chen
conceptualizes the process of Uyghur students' responses to the
school goal of ethnic integration as social recapitalization. While
their former social capital from families or communities in
Xinjiang is constrained in the boarding school, Uyghur youths are
able to develop independent and new social capital to facilitate
their schooling. Nonetheless, they lack "bridging social capital,"
which makes the goal of ethnic integration more difficult to
achieve.
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