只是唱歌和跳舞:中国少数民族文化的官方代表

IF 0.7 Q3 EDUCATION & EDUCATIONAL RESEARCH International Journal of Multicultural Education Pub Date : 2022-12-29 DOI:10.18251/ijme.v24i3.3007
J. C. Lin, L. Jackson
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引用次数: 5

摘要

本文采用批判性的多元文化、建构主义方法来考察中国政府如何在其官方话语中代表少数民族文化。尽管在抽象层面上,政府承认少数民族文化对社会的贡献,但我们的研究结果显示,在少数民族代表性方面,情况并不匹配。在政府网站上记录和获得的政府文件和论述只强调了与少数群体有关的传统和陈规定型的文化方面。这些表征使少数民族文化本质化,掩盖了他们的活力和贡献,强化了权力等级制度,阻碍了批判性的反思性。在这种背景下,我们建议解决支撑这种代表性模式的根本挑战,以发展对少数民族文化的更平衡和全面的理解。
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Just Singing and Dancing: Official Representations of Ethnic Minority Cultures in China
This paper uses a critical multicultural, constructivist approach to examine how the Chinese government represents minority cultures in its official discourse. Although at an abstract level the government acknowledges the contributions of minority cultures to society, our findings show a mismatched picture in terms of minority representation. Government documents and discourse recorded and obtained on the government website only highlight traditional and stereotypical cultural aspects related to minorities. These representations essentialise minority cultures, obscure their dynamism and their contributions, reinforce power hierarchies, and discourage critical reflexivity. In this context, we recommend addressing fundamental challenges undergirding this pattern in representation to develop more balanced and comprehensive understandings of minority cultures.
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来源期刊
International Journal of Multicultural Education
International Journal of Multicultural Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.50
自引率
12.50%
发文量
15
期刊介绍: International Journal of Multicultural Education (IJME) is a peer-reviewed open-access journal for scholars, practitioners, and students of multicultural education. Committed to promoting educational equity for all, cross-cultural understanding, and global awareness in all levels of education including leadership and policies, IJME publishes (1) reports of empirical research typically in qualitative research orientation (some special issues may publish quantiative studies); (2) literature-based conceptual articles that advance theories and scholarship of multicultural education; and (3) praxis articles that discuss successful multicultural education practices grounded on sound theories. We accept submissions of high quality from the global community. Reviews of visual arts, professional and children''s books, and multimedia resources will be published until the end of 2015 (submissions are on invitation only).
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