This is an outdated version published on 27-11-2018. Read the most recent version.
Becoming familiar strangers: an exploration of inland boarding school education on cultural wellbeing of minority students from Xinjiang province
DOI:
https://doi.org/10.47381/aijre.v28i2.174Keywords:
Xinjiang class policy, boarding schools, minority students, FoucaultAbstract
The Inland Xinjiang Senior Secondary School Class Policy (Neidi Xinjiang Gaozhongban Zhengce, hereafter the Xinjiang Class Policy) was executed by China’s Ministry of Education (MOE) in September 2000. It allows and funds middle school-aged students, mostly ethnic minorities from southern Xinjiang’s impoverished rural and nomadic regions to attend boarding schools in predominately Han-populated cities located throughout eastern China. The purpose of this policy is to improve ethnic minority students’ political, economic and cultural status and to promote ethnic unity and Chinese nationalism. A systematic review of the literature is conducted in order to identify the research relevant to the execution of Inland Xinjiang Senior Secondary School Class Policy. Using Michel Foucault’s concept of normalisation, the paper examines how the goals of this Policy are accomplished through the provision of boarding school education. It suggests that while students are resisting integration through their attempts to maintain ethnic identity, better educational achievements and increased employment opportunities are nevertheless positioning minority students as ethnic elites in Xinjiang.
While previous research has focused largely on the experiences of minority students in boarding schools, the systematic review applied here finds that research exploring the cultural significance for parents whose children leave home to study in far-away places is extremely limited. This limitation thus constitutes the future focus of this research study.
References
Abercrombie, B. S. N., Hill, S., & Turner, B. S. (2006). The Penguin dictionary of sociology: Penguin Books.
Adams, D. W. (1995). Education for extinction : American Indians and the boarding school experience, 1875-1928 / David Wallace Adams. Lawrence, Kan.: Lawrence, Kan. : University Press of Kansas.
Alexander-Snow, M. (1999). Two African American Women Graduates of Historically White Boarding Schools and Their Social Integration at a Traditionally White University. Journal of Negro Education, 68(1), 106-119.
Alexander-Snow, M. (2010). Graduates of an Historically Black Boarding School and their Academic and Social Integration at Two Traditionally White Universities. Journal of Negro Education, 79(2), 182-192.
Alexander-Snow, M. (2011). The piney woods school: An exploration of the historically black boarding school experience in shaping student achievement, cultural esteem, and collegiate integration. Urban Education, 46(3), 322-341.
Baker, R., & Andrews, J. (1991). Parental Reasons for Sending Children to a Rural Day and Boarding School. Education in Rural Australia, 1(1), 21-26.
Bass, L. R. (2014). Boarding Schools and Capital Benefits: Implications for Urban School Reform. Journal of Educational Research, 107(1), 16-35.
Bearman, M., Smith, C. D., Carbone, A., Slade, S., Baik, C., Hughes-Warrington, M., & Neumann, D. L. (2012). Systematic review methodology in higher education. Higher Education Research & Development, 31(5), 625-640.
Benveniste, T., Dawson, D., & Rainbird, S. (2015). The Role of the Residence: Exploring the Goals of an Aboriginal Residential Program in Contributing to the Education and Development of Remote Students. The Australian Journal of Indigenous Education, 44(02), 163-172.
Bloom, J. (1996). " Show What An Indian Can Do": Sports, Memory, and Ethnic Identity at Federal Indian Boarding Schools. Journal of American Indian Education, 33-48.
Bombay, A., Matheson, K., & Anisman, H. (2014a). Appraisals of discriminatory events among adult offspring of Indian residential school survivors: The influences of identity centrality and past perceptions of discrimination. Cultural diversity and ethnic minority psychology, 20(1), 75.
Bombay, A., Matheson, K., & Anisman, H. (2014b). Appraisals of Discriminatory Events Among Adult Offspring of Indian Residential School Survivors: The Influences of Identity Centrality and Past Perceptions of Discrimination. Cultural Diversity & Ethnic Minority Psychology, 20(1), 75-86. doi:10.1037/a0033352
Bombay, A., Matheson, K., & Anisman, H. (2014c). The intergenerational effects of Indian Residential Schools: Implications for the concept of historical trauma. Transcultural Psychiatry, 51(3), 320-338.
Bondy, J. M. (2011). Normalizing English Language Learner Students: A Foucauldian Analysis of Opposition to Bilingual Education. Race, Ethnicity and Education, 14(3), 387-398.
Bondy, J. M. (2016). Negotiating Domination and Resistance: English Language Learners and Foucault's "Care of the Self" in the Context of English-Only Education. Race, Ethnicity and Education, 19(4), 763-783.
Briscoe, P. (2008). From the Work of Foucault: A Discussion of Power and Normalization in Schooling. University of Calgary.
Chen, Y. (2008). Muslim Uyghur students in a Chinese boarding school: Social recapitalization as a response to ethnic integration: Lexington Books.
Chen, Y. (2010). Boarding School for Uyghur Students: Speaking Uyghur as a Bonding Social Capital. Diaspora, Indigenous, and Minority Education, 4(1), 4-16. doi:10.1080/15595690903442231
Chen, Y. (2014). Towards Another Minority Educational Elite Group in Xinjiang? Minority Education in China (pp. 201-220): Hong Kong University Press.
Chen, Y., & Postiglione, G. A. (2009). Muslim Uyghur students in a dislocated Chinese boarding school: Bonding social capital as a response to ethnic integration. Race/Ethnicity: Multidisciplinary Global Contexts, 2(2), 287-309.
Child, B. (1996). Runaway boys, resistant girls: Rebellion at Flandreau and Haskell, 1900-1940. Journal of American Indian Education, 49-57.
Colmant, S., Schultz, L., Robbins, R., Ciali, P., Dorton, J., & Rivera-Colmant, Y. (2004). Constructing meaning to the Indian boarding school experience. Journal of American Indian Education, 22-40.
Cookson Jr, P. W. (1982). Boarding schools and the moral community. The Journal of Educational Thought (JET)/Revue de la Pensée Educative, 89-97.
Cookson, P. W., & Persell, C. H. (1991). Race and Class in America's Elite Preparatory Boarding Schools: African Americans as the" Outsiders Within". The Journal of Negro Education, 60(2), 219-228.
Davis, J. (2001). American Indian Boarding School Experiences: Recent Studies from Native Perspectives. OAH Magazine of History, 15(2), 20-22.
Foucault, M. (1977). Discipline and punish: The birth of the prison: Vintage.
Griffin, J. B. (1999). Human Diversity and Academic Excellence: Learning from Experience. Journal of Negro Education, 68(1), 72-79.
Grose, T. (2010a). The Tibet and Xinjiang Neidi Classes: The Aims, Strategies, and Difficulties of Educating a New Generation of Ethnic Minority Students: Guest Editor's Introduction. Chinese Education & Society, 43(3), 3-9.
Grose, T. (2010b). The Xinjiang Class: Education, Integration, and the Uyghurs. Journal of Muslim Minority Affairs, 30(1), 97-109. doi:10.1080/13602001003650648
Grose, T. (2015). (Re)Embracing Islam in Neidi : the ‘Xinjiang Class’ and the dynamics of Uyghur ethno-national identity. Journal of Contemporary China, 24(91), 101-118. doi:10.1080/10670564.2014.918408
Guo, G. (2015). Neidi xinjiang gaozhongban jiben gaikuang (Basic information of Inland Xinjiang senior secondary school classes). Retrieved from http://www.xjban.com/xjbxin/hmzc/negb/jbqk/2015/92283.htm
Haase, E. (1993). Healing the Generations: For One Family, a Language is Lost and Rediscovered. Tribal College, 4(4), 20.
He, W., Sun, X., Su, A., & Wang, J. (2016). Guanyu tisheng neigaoban xuesheng like xueye shuiping de fenxi yu sikao: jiyu dui basuo kaiban neigaoban xuexiao de diaocha yanjiu [Analysis and Reflections on Improving Science Academic Level of Ethnic Students in Hinterland High School Classes: An Investigation of Eight Hinterland High Schools]. Journal of Research on Eductaion for Ethnic Minorities(01), 36-40.
Hirshberg, D. (2008). "It Was Bad or It Was Good:" Alaska Natives in Past Boarding Schools. Journal of American Indian Education, 47(3), 5-30.
Ichilov, O., & Shacham, M. (1984). Interethnic contacts with gifted, disadvantaged students: Effects on ethnic attitudes. Urban Education, 19(3), 187-200.
Jardine, G. M. (2005). Foucault & education: Peter Lang.
Jiang, M. (2002). A Study of Ethnic Minority Middle and Elementary Boarding Schools in China. Chinese Education & Society, 35(3), 23.
Kashti, Y. (1988). Boarding Schools and Changes in Society and Culture: Perspectives Derived from a Comparative Case Study Research. Comparative Education, 24(3), 351-364.
Kitchenham, B. (2004). Procedures for performing systematic reviews. Keele, UK, Keele University, 33(2004), 1-26.
Leibold, J., & Chen, Y. (2014). Towards Another Minority Educational Elite Group in Xinjiang? Minority Education in China: Balancing Unity and Diversity in an Era of Critical Pluralism, 201-220.
Ma, R. (2007). A new perspective in guiding ethnic relations in the twenty-first century:‘De-politicization’of ethnicity in China. Asian Ethnicity, 8(3), 199-217.
Mander, D. J. (2015). Enabling Voice: Aboriginal Parents, Experiences and Perceptions of Sending a Child to Boarding School in Western Australia. Australian Journal of Indigenous Education, 44(2), 173-183.
Mander, D. J., Cohen, L., & Pooley, J. A. (2015). "If I Wanted to Have More Opportunities and Go to a Better School, I Just Had to Get Used to It": Aboriginal Students' Perceptions of Going to Boarding School in Western Australia. Australian Journal of Indigenous Education, 44(1), 26-36.
Martin, A. J., Papworth, B., Ginns, P., & Liem, G. A. D. (2014). Boarding School, Academic Motivation and Engagement, and Psychological Well-Being: A Large-Scale Investigation. American Educational Research Journal, 51(5), 1007-1049.
Martin, A. J., Papworth, B., Ginns, P., & Malmberg, L.-E. (2016). Motivation, Engagement, and Social Climate: An International Study of Boarding Schools. Journal of Educational Psychology, 108(6), 772-787.
McBeth, S. J. (1983). Ethnic identity and the boarding school experience of west-central Oklahoma American Indians / Sally J. McBeth. Washington, D.C: Washington, D.C : University Press of America.
Mihesuah, D. A. (2003). Activism and apathy: The prices we pay for both. The American Indian Quarterly, 27(1), 325-332.
Mizrachi, N. (2004). ‘From badness to sickness’: 1 the role of ethnopsychology in shaping ethnic hierarchies in Israel. Social Identities, 10(2), 219-243.
MOE. (2000a). Administration Regulations on the Inland Xinjiang Classes in Senior Secondary Schools (Trial Vision) ). Retrieved September 29, 2016 from http://www.moe.edu.cn/publicfiles/business/htmlfiles/moe/moe_752/200407/1009.html.
MOE. (2000b). The Implementation Opinions for establishing the Xinjiang Classes in Senior Secondary Schools in Relevant Inland Cities. Retrieved September 29, 2016, from http://www.moe.edu.cn/publicfiles/business/htmlfiles/moe/moe_752/200407/1008.html.
MOE. (2000c). The Meeting Minutes of the Inland Xinjiang Classes in Senior Secondary Schools. Retrieved September 29, 2016, from http://www.moe.edu.cn/publicfiles/business/htmlfiles/moe/moe_752/200407/1010.html.
Nilan, P. (2009). The ‘spirit of education’in Indonesian Pesantren. British journal of sociology of education, 30(2), 219-232.
Ogbu, J. U. (1981). School ethnography: A multilevel approach. Anthropology & Education Quarterly, 12(1), 3-29.
Ogbu, J. U. (1987). Variability in minority school performance: A problem in search of an explanation. Anthropology & Education Quarterly, 18(4), 312-334.
Okilwa, N. S. (2015). Educational Marginalization: Examining Challenges and Possibilities for Improving Educational Outcomes in Northeastern Kenya. Global Education Review, 2(4), 5-18.
Oudengcaowa. (2014). Tamen ruhe zai shehuishang zhaodao ziji de weizhi: neidi xinjiang gaozhongban biyesheng jiuye zhuangkuang diaocha (How they find their position in socirty: Investigation on Xinjiang classes graduates employment situation). Qinghai Journal of Ethnology, 25(2), 64-70.
Pember, M. A. (2011). Ignorance, is it Bliss? Tribal College, 23(1), 22.
Penland, J. L. (2010). Voices of Native Resiliency: Educational Experiences from the 1950s and 1960s. Qualitative Report, 15(2), 430-454.
Pfeiffer, J. P., & Pinquart, M. (2014). Bullying in German Boarding Schools: A Pilot Study. School Psychology International, 35(6), 580-591.
Pfeiffer, J. P., Pinquart, M., & Krick, K. (2016). Social Relationships, Prosocial Behaviour, and Perceived Social Support in Students from Boarding Schools. Canadian Journal of School Psychology, 31(4), 279-289.
Postiglione, G. A. (2009). Dislocated Education: The Case of Tibet. Comparative Education Review, 53(4), 483-512.
Postiglione, G. A., & Jiao, B. (2009). Tibet's relocated schooling: Popularization reconsidered. Asian Survey, 49(5), 895-914.
Powers-Beck, J. (2001). " Chief": The American Indian Integration of Baseball, 1897-1945. The American Indian Quarterly, 25(4), 508-538.
Ren, Y., & Wyver, S. (2016). Bilingualism and Development of Social Competence of English Language Learners: A Review. Child Studies in Asia-Pacific Contexts, 6(1), 17-29.
Robbins, R., Colmant, S., Dorton, J., Schultz, L., Colmant, Y., & Ciali, P. (2006). Colonial instillations in American Indian boarding school students. The Journal of Educational Foundations, 20(3/4), 69.
Ryan, J. (1989). Disciplining the Innut: Normalization, characterization, and schooling. Curriculum Inquiry, 19(4), 379-403.
Ryan, J. (1991). Observing and normalizing: Foucault, discipline, and inequality in schooling: Big brother is watching you. The Journal of Educational Thought (JET)/Revue de la Pensée Educative, 104-119.
Schaefer, R. T. (2011). Racial and ethnic groups: Pearson Higher Ed.
Shenhav, Y. A. (2006). The Arab Jews: A postcolonial reading of nationalism, religion, and ethnicity: Stanford University Press.
Shoshana, A. (2011). Governmentality, self, and acting at a distance. Social Identities, 17(6), 771-791. doi:10.1080/13504630.2011.606673
Slivka, K. (2011). Art, Craft, and Assimilation: Curriculum for Native Students during the Boarding School Era. Studies in Art Education: A Journal of Issues and Research in Art Education, 52(3), 225-242.
Smith, J. (2000). Four Generations of Uyghurs: The Shift towards Ethno-political Ideologies among Xinjiang’s Youth. Inner Asia, 2(2), 195-224. doi:10.1163/146481700793647832
Soldier, L. W. (1993). Lakota Language Survival and Restoration: Lessons from the Boarding School. Tribal College: Journal of American Indian Higher Education, 4(4), 24-25.
Stokrocki, M., & Yazzie, E. (1997). A Microethnographic Study of a Navajo Art Teacher in a Boarding School: Balancing Traditional and Aesthetic Values in Art Education. Canadian Review of Art Education: Research and Issues, 24(1), 1-18.
Sunuodula, M., & Cao, Y. (2015). Language learning and empowerment: Languages in education for Uyghurs in Xinjiang Trilingualism in Education in China: Models and Challenges (pp. 65-99): Springer.
Szasz, M. C. (2005). "I Knew How to Be Moderate. And I Knew How to Obey": The Commonality of American Indian Boarding School Experiences, 1750s-1920s. American Indian Culture and Research Journal, 29(4), 75-94.
Tao, J., & Yang, X. (2010). "Our Good Han Mothers": Observations from the Xinjiang Class at the Qingshan Superior Secondary School of Wuxi Municipality, Jiangsu Province. Chinese Education and Society, 43(3), 64-72.
Trueba, E. T., Trueba, H. T., & Zou, Y. (1994). Power in education: The case of Miao university students and its significance for American culture: Falmer Press.
van der Westhuizen, P. C., Oosthuizen, I., & Wolhuter, C. (2008). The relationship between an effective organizational culture and student discipline in a boarding school. Education and Urban Society, 40(2), 205-224.
Wang, C., & Zhou, Q. (2003). Minority education in China: From state's preferential policies to dislocated Tibetan schools. Educational Studies, 29(1), 85-104.
Wang, D. (2007). A Discussion of The Xinjiang Class' Felling and Value toward History,(Qiantai neidi xinjiang gaozhong lishi qinggantaidu yu jiazhiguan jiaoyu). Popular Science (kexue dazhong), Vol. 5, 2007, , pp. 65-65.
Wang, X. (2012). Huaer duoduo: neidi xinjiang gaozhongban xuesheng xinli jiankang wenti fenxi [An Analysis of the Mental Health of the Senior Middle School Students in Inland Xinjiang Senior High Schools]. People's Education(20), 36-38.
Wang, Z. (2013). Qiantan neidi xinjiang gaozhongban xuesheng xinli jiankang wenti de yuanyin ji duice [Research on the Causes and Countermeasures of the Mental Health of the Xinjiang Senior Middle School Students in Hinterland China]. Shanghai Research on Education(04), 66-68.
Whalen, K. (2012). Labored learning: The outing system at Sherman Institute, 1902-1930. American Indian Culture and Research Journal, 36(1), 151-176.
White, M. A. (2004). An Australian Co-Educational Boarding School: A Sociological Study of Anglo-Australian and Overseas Students' Attitudes from Their Own Memoirs. International Education Journal, 5(1), 65-78.
Wu, R., Niu, M., & Zhang, M. (2016). Hunban jiaoxue yu dandu bianban de bijiao:dui sanshengshi shaoshu minzu neigaoban de diaocha [A Study on the Effectiveness of Mixed Class and Divided Class Teaching: Survey Results of Ethnic Minority Students Studying in High School Classes in the Hinterland]. Journal of Research on Education for Ethnic Minorities(02), 79-88.
Yan, Q., & Song, S. (2010). Difficulties Encountered by Students during Cross-Cultural Studies Pertaining to the Ethnic Minority Education Model of Running Schools in "Other Places" and Countermeasures: Taking the Tibetan Classes and the Xinjiang Classes in the Interior Regions as Examples. Chinese Education and Society, 43(3), 10-21. doi:10.2753/CED1061-1932430301
Yang, M. (2015). Trapped in Politicization of Ethnicity: The Dilemma in China’s Ethnic Minority Education. Chinese Education & Society, 48(5), 327-331. doi:10.1080/10611932.2016.1171115
Yeo, W. L. (2010). Belonging to "Chinatown": A Study of Asian Boarders in a West Australian Private Boarding School. International Studies in Sociology of Education, 20(1), 55-66.
Yuan, T., & Xiao, X. (2016). Jichu jiaoyu zhong shaoshu minzu xuesheng de wenhua shiying wenti yanjiu: yi neidi Z zhongxue weili [A Study on Cultural Adaptation of Ethnic Minority Students in School Education: A Case Study of Xinjiang Senior High School Class at Z Middle School in the Hinterland] Journal of Research on Eductaion for Ethnic Minorities(05), 79-85.
Yuan, T., & Zhu, X. (2016). Neidi Xinjiang gaozhongban xuesheng de wenhua shiying wenti bianxi [An Analysis of the Cultural Adaptation of Xinjiang Senior High School Class Students in Inland China]. Journal of South-Central Univeristy for Nationalities (Humanities and Social Sciences)(03), 51-56.
Zhang, S., & McGhee, D. (2014). Social Policies and Ethnic Conflict in China: Lessons from Xinjiang: Springer.
Zhao, Z. (2010). China's Ethnic Dilemma: Ethnic Minority Education. Chinese Education & Society, 43(1), 3-11. doi:10.2753/ced1061-1932430100
Zhou, Q. (2015). Shanghai neidi xinjiang gaozhongban deyu jiaoyu chengxiao diaocha yanjiu [Investigation about the Ideological Education Effect of the Inland Xinjiang Seniors in Shanghai]. Qinghai Journal of Ethnology(03), 193-196.
Zhu, Z. (2007a). Ethnic Identity Construction in the Schooling Context: A Case Study of a Tibetan Neidi Boarding School in China. Chinese Education and Society, 40(2), 38-59. doi:10.2753/CED1061-1932400203
Zhu, Z. (2007b). State schooling and ethnic identity: The politics of a Tibetan neidi secondary school in China: Lexington Books.
Adams, D. W. (1995). Education for extinction : American Indians and the boarding school experience, 1875-1928 / David Wallace Adams. Lawrence, Kan.: Lawrence, Kan. : University Press of Kansas.
Alexander-Snow, M. (1999). Two African American Women Graduates of Historically White Boarding Schools and Their Social Integration at a Traditionally White University. Journal of Negro Education, 68(1), 106-119.
Alexander-Snow, M. (2010). Graduates of an Historically Black Boarding School and their Academic and Social Integration at Two Traditionally White Universities. Journal of Negro Education, 79(2), 182-192.
Alexander-Snow, M. (2011). The piney woods school: An exploration of the historically black boarding school experience in shaping student achievement, cultural esteem, and collegiate integration. Urban Education, 46(3), 322-341.
Baker, R., & Andrews, J. (1991). Parental Reasons for Sending Children to a Rural Day and Boarding School. Education in Rural Australia, 1(1), 21-26.
Bass, L. R. (2014). Boarding Schools and Capital Benefits: Implications for Urban School Reform. Journal of Educational Research, 107(1), 16-35.
Bearman, M., Smith, C. D., Carbone, A., Slade, S., Baik, C., Hughes-Warrington, M., & Neumann, D. L. (2012). Systematic review methodology in higher education. Higher Education Research & Development, 31(5), 625-640.
Benveniste, T., Dawson, D., & Rainbird, S. (2015). The Role of the Residence: Exploring the Goals of an Aboriginal Residential Program in Contributing to the Education and Development of Remote Students. The Australian Journal of Indigenous Education, 44(02), 163-172.
Bloom, J. (1996). " Show What An Indian Can Do": Sports, Memory, and Ethnic Identity at Federal Indian Boarding Schools. Journal of American Indian Education, 33-48.
Bombay, A., Matheson, K., & Anisman, H. (2014a). Appraisals of discriminatory events among adult offspring of Indian residential school survivors: The influences of identity centrality and past perceptions of discrimination. Cultural diversity and ethnic minority psychology, 20(1), 75.
Bombay, A., Matheson, K., & Anisman, H. (2014b). Appraisals of Discriminatory Events Among Adult Offspring of Indian Residential School Survivors: The Influences of Identity Centrality and Past Perceptions of Discrimination. Cultural Diversity & Ethnic Minority Psychology, 20(1), 75-86. doi:10.1037/a0033352
Bombay, A., Matheson, K., & Anisman, H. (2014c). The intergenerational effects of Indian Residential Schools: Implications for the concept of historical trauma. Transcultural Psychiatry, 51(3), 320-338.
Bondy, J. M. (2011). Normalizing English Language Learner Students: A Foucauldian Analysis of Opposition to Bilingual Education. Race, Ethnicity and Education, 14(3), 387-398.
Bondy, J. M. (2016). Negotiating Domination and Resistance: English Language Learners and Foucault's "Care of the Self" in the Context of English-Only Education. Race, Ethnicity and Education, 19(4), 763-783.
Briscoe, P. (2008). From the Work of Foucault: A Discussion of Power and Normalization in Schooling. University of Calgary.
Chen, Y. (2008). Muslim Uyghur students in a Chinese boarding school: Social recapitalization as a response to ethnic integration: Lexington Books.
Chen, Y. (2010). Boarding School for Uyghur Students: Speaking Uyghur as a Bonding Social Capital. Diaspora, Indigenous, and Minority Education, 4(1), 4-16. doi:10.1080/15595690903442231
Chen, Y. (2014). Towards Another Minority Educational Elite Group in Xinjiang? Minority Education in China (pp. 201-220): Hong Kong University Press.
Chen, Y., & Postiglione, G. A. (2009). Muslim Uyghur students in a dislocated Chinese boarding school: Bonding social capital as a response to ethnic integration. Race/Ethnicity: Multidisciplinary Global Contexts, 2(2), 287-309.
Child, B. (1996). Runaway boys, resistant girls: Rebellion at Flandreau and Haskell, 1900-1940. Journal of American Indian Education, 49-57.
Colmant, S., Schultz, L., Robbins, R., Ciali, P., Dorton, J., & Rivera-Colmant, Y. (2004). Constructing meaning to the Indian boarding school experience. Journal of American Indian Education, 22-40.
Cookson Jr, P. W. (1982). Boarding schools and the moral community. The Journal of Educational Thought (JET)/Revue de la Pensée Educative, 89-97.
Cookson, P. W., & Persell, C. H. (1991). Race and Class in America's Elite Preparatory Boarding Schools: African Americans as the" Outsiders Within". The Journal of Negro Education, 60(2), 219-228.
Davis, J. (2001). American Indian Boarding School Experiences: Recent Studies from Native Perspectives. OAH Magazine of History, 15(2), 20-22.
Foucault, M. (1977). Discipline and punish: The birth of the prison: Vintage.
Griffin, J. B. (1999). Human Diversity and Academic Excellence: Learning from Experience. Journal of Negro Education, 68(1), 72-79.
Grose, T. (2010a). The Tibet and Xinjiang Neidi Classes: The Aims, Strategies, and Difficulties of Educating a New Generation of Ethnic Minority Students: Guest Editor's Introduction. Chinese Education & Society, 43(3), 3-9.
Grose, T. (2010b). The Xinjiang Class: Education, Integration, and the Uyghurs. Journal of Muslim Minority Affairs, 30(1), 97-109. doi:10.1080/13602001003650648
Grose, T. (2015). (Re)Embracing Islam in Neidi : the ‘Xinjiang Class’ and the dynamics of Uyghur ethno-national identity. Journal of Contemporary China, 24(91), 101-118. doi:10.1080/10670564.2014.918408
Guo, G. (2015). Neidi xinjiang gaozhongban jiben gaikuang (Basic information of Inland Xinjiang senior secondary school classes). Retrieved from http://www.xjban.com/xjbxin/hmzc/negb/jbqk/2015/92283.htm
Haase, E. (1993). Healing the Generations: For One Family, a Language is Lost and Rediscovered. Tribal College, 4(4), 20.
He, W., Sun, X., Su, A., & Wang, J. (2016). Guanyu tisheng neigaoban xuesheng like xueye shuiping de fenxi yu sikao: jiyu dui basuo kaiban neigaoban xuexiao de diaocha yanjiu [Analysis and Reflections on Improving Science Academic Level of Ethnic Students in Hinterland High School Classes: An Investigation of Eight Hinterland High Schools]. Journal of Research on Eductaion for Ethnic Minorities(01), 36-40.
Hirshberg, D. (2008). "It Was Bad or It Was Good:" Alaska Natives in Past Boarding Schools. Journal of American Indian Education, 47(3), 5-30.
Ichilov, O., & Shacham, M. (1984). Interethnic contacts with gifted, disadvantaged students: Effects on ethnic attitudes. Urban Education, 19(3), 187-200.
Jardine, G. M. (2005). Foucault & education: Peter Lang.
Jiang, M. (2002). A Study of Ethnic Minority Middle and Elementary Boarding Schools in China. Chinese Education & Society, 35(3), 23.
Kashti, Y. (1988). Boarding Schools and Changes in Society and Culture: Perspectives Derived from a Comparative Case Study Research. Comparative Education, 24(3), 351-364.
Kitchenham, B. (2004). Procedures for performing systematic reviews. Keele, UK, Keele University, 33(2004), 1-26.
Leibold, J., & Chen, Y. (2014). Towards Another Minority Educational Elite Group in Xinjiang? Minority Education in China: Balancing Unity and Diversity in an Era of Critical Pluralism, 201-220.
Ma, R. (2007). A new perspective in guiding ethnic relations in the twenty-first century:‘De-politicization’of ethnicity in China. Asian Ethnicity, 8(3), 199-217.
Mander, D. J. (2015). Enabling Voice: Aboriginal Parents, Experiences and Perceptions of Sending a Child to Boarding School in Western Australia. Australian Journal of Indigenous Education, 44(2), 173-183.
Mander, D. J., Cohen, L., & Pooley, J. A. (2015). "If I Wanted to Have More Opportunities and Go to a Better School, I Just Had to Get Used to It": Aboriginal Students' Perceptions of Going to Boarding School in Western Australia. Australian Journal of Indigenous Education, 44(1), 26-36.
Martin, A. J., Papworth, B., Ginns, P., & Liem, G. A. D. (2014). Boarding School, Academic Motivation and Engagement, and Psychological Well-Being: A Large-Scale Investigation. American Educational Research Journal, 51(5), 1007-1049.
Martin, A. J., Papworth, B., Ginns, P., & Malmberg, L.-E. (2016). Motivation, Engagement, and Social Climate: An International Study of Boarding Schools. Journal of Educational Psychology, 108(6), 772-787.
McBeth, S. J. (1983). Ethnic identity and the boarding school experience of west-central Oklahoma American Indians / Sally J. McBeth. Washington, D.C: Washington, D.C : University Press of America.
Mihesuah, D. A. (2003). Activism and apathy: The prices we pay for both. The American Indian Quarterly, 27(1), 325-332.
Mizrachi, N. (2004). ‘From badness to sickness’: 1 the role of ethnopsychology in shaping ethnic hierarchies in Israel. Social Identities, 10(2), 219-243.
MOE. (2000a). Administration Regulations on the Inland Xinjiang Classes in Senior Secondary Schools (Trial Vision) ). Retrieved September 29, 2016 from http://www.moe.edu.cn/publicfiles/business/htmlfiles/moe/moe_752/200407/1009.html.
MOE. (2000b). The Implementation Opinions for establishing the Xinjiang Classes in Senior Secondary Schools in Relevant Inland Cities. Retrieved September 29, 2016, from http://www.moe.edu.cn/publicfiles/business/htmlfiles/moe/moe_752/200407/1008.html.
MOE. (2000c). The Meeting Minutes of the Inland Xinjiang Classes in Senior Secondary Schools. Retrieved September 29, 2016, from http://www.moe.edu.cn/publicfiles/business/htmlfiles/moe/moe_752/200407/1010.html.
Nilan, P. (2009). The ‘spirit of education’in Indonesian Pesantren. British journal of sociology of education, 30(2), 219-232.
Ogbu, J. U. (1981). School ethnography: A multilevel approach. Anthropology & Education Quarterly, 12(1), 3-29.
Ogbu, J. U. (1987). Variability in minority school performance: A problem in search of an explanation. Anthropology & Education Quarterly, 18(4), 312-334.
Okilwa, N. S. (2015). Educational Marginalization: Examining Challenges and Possibilities for Improving Educational Outcomes in Northeastern Kenya. Global Education Review, 2(4), 5-18.
Oudengcaowa. (2014). Tamen ruhe zai shehuishang zhaodao ziji de weizhi: neidi xinjiang gaozhongban biyesheng jiuye zhuangkuang diaocha (How they find their position in socirty: Investigation on Xinjiang classes graduates employment situation). Qinghai Journal of Ethnology, 25(2), 64-70.
Pember, M. A. (2011). Ignorance, is it Bliss? Tribal College, 23(1), 22.
Penland, J. L. (2010). Voices of Native Resiliency: Educational Experiences from the 1950s and 1960s. Qualitative Report, 15(2), 430-454.
Pfeiffer, J. P., & Pinquart, M. (2014). Bullying in German Boarding Schools: A Pilot Study. School Psychology International, 35(6), 580-591.
Pfeiffer, J. P., Pinquart, M., & Krick, K. (2016). Social Relationships, Prosocial Behaviour, and Perceived Social Support in Students from Boarding Schools. Canadian Journal of School Psychology, 31(4), 279-289.
Postiglione, G. A. (2009). Dislocated Education: The Case of Tibet. Comparative Education Review, 53(4), 483-512.
Postiglione, G. A., & Jiao, B. (2009). Tibet's relocated schooling: Popularization reconsidered. Asian Survey, 49(5), 895-914.
Powers-Beck, J. (2001). " Chief": The American Indian Integration of Baseball, 1897-1945. The American Indian Quarterly, 25(4), 508-538.
Ren, Y., & Wyver, S. (2016). Bilingualism and Development of Social Competence of English Language Learners: A Review. Child Studies in Asia-Pacific Contexts, 6(1), 17-29.
Robbins, R., Colmant, S., Dorton, J., Schultz, L., Colmant, Y., & Ciali, P. (2006). Colonial instillations in American Indian boarding school students. The Journal of Educational Foundations, 20(3/4), 69.
Ryan, J. (1989). Disciplining the Innut: Normalization, characterization, and schooling. Curriculum Inquiry, 19(4), 379-403.
Ryan, J. (1991). Observing and normalizing: Foucault, discipline, and inequality in schooling: Big brother is watching you. The Journal of Educational Thought (JET)/Revue de la Pensée Educative, 104-119.
Schaefer, R. T. (2011). Racial and ethnic groups: Pearson Higher Ed.
Shenhav, Y. A. (2006). The Arab Jews: A postcolonial reading of nationalism, religion, and ethnicity: Stanford University Press.
Shoshana, A. (2011). Governmentality, self, and acting at a distance. Social Identities, 17(6), 771-791. doi:10.1080/13504630.2011.606673
Slivka, K. (2011). Art, Craft, and Assimilation: Curriculum for Native Students during the Boarding School Era. Studies in Art Education: A Journal of Issues and Research in Art Education, 52(3), 225-242.
Smith, J. (2000). Four Generations of Uyghurs: The Shift towards Ethno-political Ideologies among Xinjiang’s Youth. Inner Asia, 2(2), 195-224. doi:10.1163/146481700793647832
Soldier, L. W. (1993). Lakota Language Survival and Restoration: Lessons from the Boarding School. Tribal College: Journal of American Indian Higher Education, 4(4), 24-25.
Stokrocki, M., & Yazzie, E. (1997). A Microethnographic Study of a Navajo Art Teacher in a Boarding School: Balancing Traditional and Aesthetic Values in Art Education. Canadian Review of Art Education: Research and Issues, 24(1), 1-18.
Sunuodula, M., & Cao, Y. (2015). Language learning and empowerment: Languages in education for Uyghurs in Xinjiang Trilingualism in Education in China: Models and Challenges (pp. 65-99): Springer.
Szasz, M. C. (2005). "I Knew How to Be Moderate. And I Knew How to Obey": The Commonality of American Indian Boarding School Experiences, 1750s-1920s. American Indian Culture and Research Journal, 29(4), 75-94.
Tao, J., & Yang, X. (2010). "Our Good Han Mothers": Observations from the Xinjiang Class at the Qingshan Superior Secondary School of Wuxi Municipality, Jiangsu Province. Chinese Education and Society, 43(3), 64-72.
Trueba, E. T., Trueba, H. T., & Zou, Y. (1994). Power in education: The case of Miao university students and its significance for American culture: Falmer Press.
van der Westhuizen, P. C., Oosthuizen, I., & Wolhuter, C. (2008). The relationship between an effective organizational culture and student discipline in a boarding school. Education and Urban Society, 40(2), 205-224.
Wang, C., & Zhou, Q. (2003). Minority education in China: From state's preferential policies to dislocated Tibetan schools. Educational Studies, 29(1), 85-104.
Wang, D. (2007). A Discussion of The Xinjiang Class' Felling and Value toward History,(Qiantai neidi xinjiang gaozhong lishi qinggantaidu yu jiazhiguan jiaoyu). Popular Science (kexue dazhong), Vol. 5, 2007, , pp. 65-65.
Wang, X. (2012). Huaer duoduo: neidi xinjiang gaozhongban xuesheng xinli jiankang wenti fenxi [An Analysis of the Mental Health of the Senior Middle School Students in Inland Xinjiang Senior High Schools]. People's Education(20), 36-38.
Wang, Z. (2013). Qiantan neidi xinjiang gaozhongban xuesheng xinli jiankang wenti de yuanyin ji duice [Research on the Causes and Countermeasures of the Mental Health of the Xinjiang Senior Middle School Students in Hinterland China]. Shanghai Research on Education(04), 66-68.
Whalen, K. (2012). Labored learning: The outing system at Sherman Institute, 1902-1930. American Indian Culture and Research Journal, 36(1), 151-176.
White, M. A. (2004). An Australian Co-Educational Boarding School: A Sociological Study of Anglo-Australian and Overseas Students' Attitudes from Their Own Memoirs. International Education Journal, 5(1), 65-78.
Wu, R., Niu, M., & Zhang, M. (2016). Hunban jiaoxue yu dandu bianban de bijiao:dui sanshengshi shaoshu minzu neigaoban de diaocha [A Study on the Effectiveness of Mixed Class and Divided Class Teaching: Survey Results of Ethnic Minority Students Studying in High School Classes in the Hinterland]. Journal of Research on Education for Ethnic Minorities(02), 79-88.
Yan, Q., & Song, S. (2010). Difficulties Encountered by Students during Cross-Cultural Studies Pertaining to the Ethnic Minority Education Model of Running Schools in "Other Places" and Countermeasures: Taking the Tibetan Classes and the Xinjiang Classes in the Interior Regions as Examples. Chinese Education and Society, 43(3), 10-21. doi:10.2753/CED1061-1932430301
Yang, M. (2015). Trapped in Politicization of Ethnicity: The Dilemma in China’s Ethnic Minority Education. Chinese Education & Society, 48(5), 327-331. doi:10.1080/10611932.2016.1171115
Yeo, W. L. (2010). Belonging to "Chinatown": A Study of Asian Boarders in a West Australian Private Boarding School. International Studies in Sociology of Education, 20(1), 55-66.
Yuan, T., & Xiao, X. (2016). Jichu jiaoyu zhong shaoshu minzu xuesheng de wenhua shiying wenti yanjiu: yi neidi Z zhongxue weili [A Study on Cultural Adaptation of Ethnic Minority Students in School Education: A Case Study of Xinjiang Senior High School Class at Z Middle School in the Hinterland] Journal of Research on Eductaion for Ethnic Minorities(05), 79-85.
Yuan, T., & Zhu, X. (2016). Neidi Xinjiang gaozhongban xuesheng de wenhua shiying wenti bianxi [An Analysis of the Cultural Adaptation of Xinjiang Senior High School Class Students in Inland China]. Journal of South-Central Univeristy for Nationalities (Humanities and Social Sciences)(03), 51-56.
Zhang, S., & McGhee, D. (2014). Social Policies and Ethnic Conflict in China: Lessons from Xinjiang: Springer.
Zhao, Z. (2010). China's Ethnic Dilemma: Ethnic Minority Education. Chinese Education & Society, 43(1), 3-11. doi:10.2753/ced1061-1932430100
Zhou, Q. (2015). Shanghai neidi xinjiang gaozhongban deyu jiaoyu chengxiao diaocha yanjiu [Investigation about the Ideological Education Effect of the Inland Xinjiang Seniors in Shanghai]. Qinghai Journal of Ethnology(03), 193-196.
Zhu, Z. (2007a). Ethnic Identity Construction in the Schooling Context: A Case Study of a Tibetan Neidi Boarding School in China. Chinese Education and Society, 40(2), 38-59. doi:10.2753/CED1061-1932400203
Zhu, Z. (2007b). State schooling and ethnic identity: The politics of a Tibetan neidi secondary school in China: Lexington Books.
Downloads
Published
27-11-2018
Versions
- 28-11-2018 (2)
- 27-11-2018 (1)
How to Cite
Su, X., Harrison, N., & Moloney, R. (2018). Becoming familiar strangers: an exploration of inland boarding school education on cultural wellbeing of minority students from Xinjiang province. Australian and International Journal of Rural Education, 28(2). https://doi.org/10.47381/aijre.v28i2.174
Issue
Section
JOURNAL PAPERS
License
Authors contributing to The Australian and Internation Journal of Rural Education agree to publish their articles under a Creative Commons CC-BY 4.0 license, allowing third parties to copy and redistribute the material in any medium or format, and to remix, transform, and build upon the material, for any purpose, even commercially, under the condition that appropriate credit is given, that a link to the license is provided, and that you indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
Authors retain copyright of their work, with first publication rights granted to The Australian and Internation Journal of Rural Education.
Manuscripts submitted for publication should not have been published or submitted for publication elsewhere. It is the responsibility of authors to secure release of any copyright materials included in their manuscripts, and to provide written evidence of this to the editors.
Papers are accepted on the understanding that they are subject to editorial revision. The Editorial Committee cannot guarantee that all contributions will be published nor give definite dates of publication. However, contributors will be advised if their papers are not accepted or if there will be a long publication delay.
