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What Happens in English Class Doesn’t Stay in English Class: How College Writers Remember, Story, and Inhabit the Past in the Present
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Struggle Gives Birth to Solidarity: The Lived Experiences of Trans Spectrum College Students in Red States Since the 2016 U.S. Presidential Election
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The Paradox of Minzu Higher Education: Structural Inequity and Exclusion of Tibetans in China’s Tertiary Education
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Abstract:
This dissertation is a study of the minzu stream for ethnic Tibetan students in the context of bilingual degree programs in China’s tertiary education system. It draws attention to the significance of bilingual ‘diversity’ education and its presumed role in ensuring cultural and social inclusion of Tibetan students in study programs and equity in educational and occupational attainment. This study finds that Tibetan students’ learning outcomes and career pathways are systemically restricted due to limited availability of specialized study areas in bilingual programs, poor education quality, homogenized academic training, and discrimination regarding the value of Tibetan graduates’ credentials for employment. As a result, Tibetan students’ educational and occupational opportunities are largely shaped by the structural conditions of the binary choice in ethnic streaming policy in tertiary education and the university mission that is primarily occupied with the political socialization of ethnic minority groups. Drawing on Bourdieu’s cultural reproduction theory, I argue that the social exclusion of Tibetans from fully participating in national tertiary education and exercising their language rights in academic study programs has been institutionalized in minzu higher education. The institutionalization of cultural and social exclusion effectively conceals the systemic inequalities embedded in the streaming practices and reproduces structural inequity in educational and occupational attainment.
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Keyword:
Bilingual; Education; Minorities--Education (Higher); Sociology; Tibetans
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URL: https://doi.org/10.7916/k97w-1s86
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Still I Aspire: Graduate Degree Aspirations for Community College Transfer Students of Color
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| 5 |
A Journey to Finding Space in the Tension: Experience of Instructors' Relationship with Religion and Spirituality in Doctoral Psychology Programs
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In: Antioch University Full-Text Dissertations & Theses (2022)
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Is it possible to teach social justice as lived capability? ...
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Is it possible to teach social justice as lived capability? ...
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Is it possible to teach social justice as lived capability?Item ...
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ИЗ ИСТОРИИ ДИАЛОГА ФИЛОЛОГОВ ГЛАЗОВСКОЙ И ПЕРМСКОЙ НАУЧНЫХ ШКОЛ ... : FROM THE HISTORY OF THE DIALOGUE OF PHILOLOGISTS GLAZOV AND PERM SCIENTIFIC SCHOOLS ...
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Закирова Наталия Николаевна. - : Вестник Пермского государственного гуманитарно-педагогического университета. Серия № 3. Гуманитарные и общественные науки, 2022
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| 10 |
Community Mapping 2.0: Using Technology to Raise Community Awareness
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In: Networks: An Online Journal for Teacher Research (2022)
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| 11 |
Beginning Spanish ¡Empecemos por aquí!
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In: PDXOpen: Open Educational Resources (2022)
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A Path to Decolonizing the Online Classroom
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In: Northwest Journal of Teacher Education (2022)
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ЯЗЫКИ ДОНБАССА: ИСТОРИЯ, СОВРЕМЕННОЕ СОСТОЯНИЕ, ПЕРСПЕКТИВЫ РАЗВИТИЯ ...
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University Instructors' Perceptions about the Prominence of Culturally Responsive Teaching Pedagogy ...
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ЯЗЫКИ ДОНБАССА: ИСТОРИЯ, СОВРЕМЕННОЕ СОСТОЯНИЕ, ПЕРСПЕКТИВЫ РАЗВИТИЯ ...
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University Instructors' Perceptions about the Prominence of Culturally Responsive Teaching Pedagogy ...
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Supplemental materials for paper: The Critical Review to Practical Inquiries of Action Research Framework ...
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Is isiZulu a ‘problem or a ‘resource’? Engineering students’ perceptions of teaching and learning in a multilingual context ...
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Is isiZulu a ‘problem or a ‘resource’? Engineering students’ perceptions of teaching and learning in a multilingual context ...
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Writing Competence and Grammatical Errors of the Written Discourses of HUMSS 11 Students ...
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