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With multicultural education’s equity aims, the document argues for ending exclusive and assimilation-based approaches and adopting genuine multiculturalism in formal schooling.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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\nFormal education in China serves as a means to reinforce national integration, and schools exhibit limited tolerance for cultural diversity, which significantly disadvantages students of ethnic minorities. On the one hand, minority cultures are to a large extent excluded in the curricula; and on the other hand, an assimilative approach is applied with a view to eliminating cultural differences. Since one of the major goals of multicultural education is to promote equity by celebrating minority cultural heritage, I suggest that the exclusive approaches should be terminated, and school education should embrace multiculturalism.  \nComprised of 56 officially recognized ethnic groups, China is considered a multicultural country. However, school education often neglects differences in ethnicity, and exhibits limited tolerance for cultural diversity (Leibold & Chen, 2014; Yi, 2008) . China’s formal education not only equips students with knowledge, skills, and attitudes, but also undertakes a “political task”(Yang, 2014, p. 16), which is to reinforce unity and cohesion of the nation. Thus, education becomes the major avenue through which the goal of integrating people of all ethnic groups into the state can be achieved (Hansen, 1999; Yang, 2014; Yang & Nima, 2015) .  \nWith a view to cultivating a strong attachment to the shared identity, school curricula address the common history of people who inhabit the state’s territory (Hansen, 1999; Leibold & Chen, 2014) . However, problems brought about by the political propaganda are salient in the state-supported educational system. On the one hand, minority cultures that contradict the dominant group’s values and beliefs are largely excluded from schooling; and on the other hand, an assimilative approach, which can best be illustrated by the bilingual policy adopted informal education, has been promoted in schools (Hansen, 1999) . Since the exclusion and assimilation of minority cultures significantly disadvantage students of ethnic minorities, I suggest that a multicultural approach should be adopted in formal education.  \nMulticulturalism in Education  \nThe “melting pot” theory, which aims at eliminating cultural differences by assimilating minor groups into the dominant culture, was the major goal of school education in the United States during the 1960s (Banks, 2006) . Multiculturalism, which allows students to maintain cultural ties to their communities, rejects the melting pot approach by honouring cultural heritages of different ethnic and cultural groups. The concept of multiculturalism in education originated from the Black Civil Right Movement in North America during the 1960s and 1970s, when the Western countries were highly diverse in race and ethnicity (Banks, 2009) . This movement brought about the appeal of marginalized groups seeking recognition and equal rights in societies, where the cultures of the dominant groups were privileged.  \nEven though China has been historically multi-ethnic, the notion of multiculturalism is not familiar to many Chinese scholars since it is not a part of the Chinese tradition (Leibold & Chen, 2014) . Understanding the features and challenges of China’s education calls for an examination of how minority cultures are represented in formal school settings. I suggest that since the marginalization of Chinese minority cultures seriously disadvantage ethnic minority students, it is urgent to terminate the exclusive and assimilative approaches, and embrace multiculturalism in formal school education.  \nEducation for Ethnic Minorities: Features and Challenges  \nEducation for China’s ethnic minority students exhibits two major features: ideologically, much emphasis has been put on maintaining unity of the nation; in practice, minority education is separated from the mainstream educational system. While strengthening national unity contributes to the marginalizatio","cbCaifiDPyQfFNYA","https://ap.wps.com/l/cbCaifiDPyQfFNYA","pdf",214717,"English","# Abstract\n# Formal Education in China: A Call for Genuine Multiculturalism\n## Cultural exclusion and assimilation\n## Unity and cohesion as a political task\n# Multiculturalism in Education\n## Melting pot vs. multiculturalism\n## Origins in civil rights movements\n# Education for Ethnic Minorities: Features and Challenges\n## Unity emphasis and separation from mainstream\n## Political tension and limited tolerance","[{\"question\":\"How does formal education in China relate to national integration?\",\"answer\":\"Formal education is described as a political task that reinforces unity and cohesion, serving as a primary avenue for integrating people of all ethnic groups into the state.\"},{\"question\":\"What disadvantages do ethnic minority students face in the school system?\",\"answer\":\"The text highlights that minority cultures are largely excluded from curricula and that an assimilative approach is promoted, creating limited tolerance for cultural diversity and significant disadvantages.\"},{\"question\":\"What solution does the document propose for multicultural education?\",\"answer\":\"It argues to terminate exclusive and assimilative approaches and to embrace a genuine multicultural approach in formal school education, so students can maintain cultural ties rather than losing cultural differences.\"}]","Formal Education in China - A Call for Genuine Multiculturalism | PDF",1792080002]