As the regional lingua franca, the Uyghur language long underpinned Uyghur national identity in Xinjiang. However, since the 'bilingual education' policy was introduced in 2002, Chinese has been rapidly institutionalised as the sole medium of instruction in the region's institutes of education. As a result, studies of the bilingual and indeed multi-lingual Uyghur urban youth have emerged as a major new research trend. This book explores the relationship between language, education and identity among the urban Uyghurs of contemporary Xinjiang. It considers ways in which Uyghur urban youth identities began to evolve in response to the state imposition of 'bilingual education'. Starting by defining the notion of ethnic identity, the book explores the processes involved in the formation and development of personal and group identities, considers why ethnic boundaries are constructed between groups, and questions how ethnic identity is expressed in social, cultural and religious practice. Against this background, contributors adopt a special focus on the relationship between language use, education and ethnic identity development. As a study of ethnicity in China this book will be of huge interest to students and scholars of Chinese culture and society, Asian ethnicity, cultural anthropology, sociolinguistics and Asian education.

Drawing together distinguished international scholars, this volume offers a unique insight into the social and cultural hybridity of the Uyghurs. It bridges a gap in our understanding of this group, an officially recognized minority mainly inhabiting the Xinjiang Uyghur Autonomous Region of the People's Republic of China, with significant populations also living in the Central Asian states. The volume is comparative and interdisciplinary in focus: historical chapters explore the deeper problems of Uyghur identity which underpin the contemporary political situation; and sociological and anthropological comparisons of a range of practices from music culture to life-cycle rituals illustrate the dual, fused nature of contemporary Uyghur social and cultural identities. Contributions by 'local' Uyghur authors working within Xinjiang also demonstrate the possibilities for Uyghur advocacy in social and cultural policy-making, even within the current political climate.

Drawing together distinguished international scholars, this volume offers a unique insight into the social and cultural hybridity of the Uyghurs. It bridges a gap in our understanding of this group, an officially recognized minority mainly inhabiting the Xinjiang Uyghur Autonomous Region of the People's Republic of China, with significant populations also living in the Central Asian states. The volume is comparative and interdisciplinary in focus: historical chapters explore the deeper problems of Uyghur identity which underpin the contemporary political situation; and sociological and anthropological comparisons of a range of practices from music culture to life-cycle rituals illustrate the dual, fused nature of contemporary Uyghur social and cultural identities. Contributions by 'local' Uyghur authors working within Xinjiang also demonstrate the possibilities for Uyghur advocacy in social and cultural policy-making, even within the current political climate.

As the regional lingua franca, the Uyghur language long underpinned Uyghur national identity in Xinjiang. However, since the 'bilingual education' policy was introduced in 2002, Chinese has been rapidly institutionalised as the sole medium of instruction in the region's institutes of education. As a result, studies of the bilingual and indeed multi-lingual Uyghur urban youth have emerged as a major new research trend. This book explores the relationship between language, education and identity among the urban Uyghurs of contemporary Xinjiang. It considers ways in which Uyghur urban youth identities began to evolve in response to the state imposition of 'bilingual education'. Starting by defining the notion of ethnic identity, the book explores the processes involved in the formation and development of personal and group identities, considers why ethnic boundaries are constructed between groups, and questions how ethnic identity is expressed in social, cultural and religious practice. Against this background, contributors adopt a special focus on the relationship between language use, education and ethnic identity development. As a study of ethnicity in China this book will be of huge interest to students and scholars of Chinese culture and society, Asian ethnicity, cultural anthropology, sociolinguistics and Asian education.