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Asia Pacific Journal of Education Volume 39, 2019 - Issue 2: Education, Development and Social ‘Progress’ in Asia: Critical Insights from Comparative Research
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Articles

Portraying “minorities” in Chinese history textbooks of the 1990s and 2000s: the advance and retreat of ethnocultural inclusivity

Fei YanSchool of Education, South China Normal University, Guangzhou, ChinaCorrespondence[email protected]
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Edward VickersDepartment of Education, Kyushu University, Fukuoka, JapanView further author information
Pages 190-208 | Received 23 Jul 2018, Accepted 04 Mar 2019, Published online: 08 Jul 2019

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Read on this site (10)

Tianlong Yu & Zhenzhou Zhao. (2024) Confucianism in multicultural China: ‘official knowledge’ vs marginalised views. Comparative Education 60:1, pages 59-76.
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Haruna Kasai. (2024) The politics of ‘multiculturalism’ in language education: an analysis of curriculum guidelines in Taiwan. Comparative Education 60:1, pages 177-194.
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Fei Yan & Edward Vickers. (2024) Balancing unity and diversity? Shifting state policies and the curricular portrayal of China’s minority nationalities. Comparative Education 60:1, pages 39-58.
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Edward Vickers. (2023) Celebrating the humane superpower: Chinese nationalism, the Holocaust and transnational heritage politics at Shanghai's Jewish Refugees Museum. Holocaust Studies 29:4, pages 566-587.
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Liz Jackson, Michael W. Apple, Fei Yan, Jason Cong Lin, Chenxi Jiang, Tongzhou Li & Edward Vickers. (2023) The politics of reading textbooks: Intergenerational and international reflections on China. Educational Philosophy and Theory 0:0, pages 1-11.
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Dong Bae Lee & Qunyi Wang. (2023) Portrayal of the national identity in Chinese language textbooks. Journal of Curriculum Studies 55:2, pages 187-202.
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Zhaojin Lyu. (2023) Reconfiguring China: an analysis of history textbooks in the Republic of China (1912–1949). Asia Pacific Journal of Education 43:1, pages 95-110.
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Qi Zhang & Ya Cuo. (2022) A multimodal approach to attitudes towards Tibet in Chinese language textbooks. Asian Ethnicity 23:4, pages 741-761.
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Qian Liu, Fatma Zehra Colak & Orhan Agirdag. (2022) Celebrating culture and neglecting language: representation of ethnic minorities in Chinese primary school textbooks (1976–2021). Journal of Curriculum Studies 54:5, pages 687-711.
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Cong Lin & Liz Jackson. (2021) Assimilation over protection: rethinking mandarin language assimilation in China. Multicultural Education Review 13:4, pages 338-361.
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Articles from other publishers (7)

Jason Cong Lin. (2023) Rethinking nationalistic history in China: Towards a multicultural Chinese identity. Studies in Ethnicity and Nationalism 23:2, pages 178-194.
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Zhaojin Lyu & Haiyan Zhou. (2023) Contesting Master Narratives: Renderings of National History by Mainland China and Taiwan. The China Quarterly 255, pages 768-784.
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Chun Gan. (2022) Immigrants on Chinese Television and Limitations of China’s Globalist Discourse. Television & New Media 24:1, pages 54-70.
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Fei Yan. 2023. Negotiating Ethnic Diversity and National Identity in History Education. Negotiating Ethnic Diversity and National Identity in History Education 219 240 .
Isabella Jackson & Siyi Du. (2022) The Impact of History Textbooks on Young Chinese People's Understanding of the Past: A Social Media Analysis. Journal of Current Chinese Affairs 51:2, pages 194-218.
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Alessandra Cappelletti. (2022) Renarrating the “western territories:” training programs for college students in China’s Far West. Journal of Nationalism, Memory & Language Politics 16:1, pages 23-50.
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Baowen Lu. (2022) Ethno-cultural component in the process of education in PRC Higher Education Institutions. The Scientific Notes of the Pedagogical Department:50, pages 25-31.
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