Zhu Zhiyong
Dados Biográficos
| ID | 4064255 |
|---|---|
| NOME | Zhu Zhiyong |
| PRENOMES | Zhu |
| SOBRENOME | Zhiyong |
| ASSINATURA | ZHIYONG Z |
| AFILIAÇÕES | Beijing Normal University |
| VERIFICADO | Não |
| TOTAL DE OBRAS | 5 |
| TOTAL DE CITAÇÕES | 31 |
| TOTAL COMO AUTOR | 5 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2004 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2015 |
| ÍNDICE H | 2 |
Cultural or Political? Origin and Development of Educational Policy of the Tibetan Neidi Education in China
In order to cultivate talents and speed up development in Tibet, Tibetan Neidi1 “Neidi” refers to inland and coastal regions of China, as opposed to frontier and border regions such as Tibet. In this paper, “Tibetan Neidi school (class)” indicates a school or class built in an inland or coastal region for students from the Tibet Autonomous Region. The author distinguishes between “school” and “class” in the following way: “School” refers to an en…
Reflections on Basic Education Under the "Three Guarantees" Policy in Tibet's Pastoral Districts
The Chinese "Learning in a Regular Classroom" and Western Inclusive Education
This paper analyzes the definition of "learning in a regular classroom" (LRC), makes a comparison between LRC and inclusive education, and subsequently conducts an exploration into the nature of LRC. The conclusion is that LRC is a pragmatic model of inclusion that has evolved out of a compromise between the Western concept of inclusion and practical considerations related to Chinese social and educational conditions
Ethnic Identity Construction in the Schooling Context
From Ethnic segregation to impact integration
This paper examines the context of ethnic identity formation in schools for rural Tibetan children. It reviews rural primary education within Tibet and the secondary education for Tibetans in boarding schools across China. Data are presented on policies, student recruitment, curriculum, teachers and the campus environment, as they impact on students' identity formation. Although there is little that is multicultural about the learning process in …
From Ethnic segregation to impact integration
This paper examines the context of ethnic identity formation in schools for rural Tibetan children. It reviews rural primary education within Tibet and the secondary education for Tibetans in boarding schools across China. Data are presented on policies, student recruitment, curriculum, teachers and the campus environment, as they impact on students' identity formation. Although there is little that is multicultural about the learning process in …
Ethnic Identity Construction in the Schooling Context
Cultural or Political? Origin and Development of Educational Policy of the Tibetan Neidi Education in China
In order to cultivate talents and speed up development in Tibet, Tibetan Neidi1 “Neidi” refers to inland and coastal regions of China, as opposed to frontier and border regions such as Tibet. In this paper, “Tibetan Neidi school (class)” indicates a school or class built in an inland or coastal region for students from the Tibet Autonomous Region. The author distinguishes between “school” and “class” in the following way: “School” refers to an en…
From Ethnic segregation to impact integration
This paper examines the context of ethnic identity formation in schools for rural Tibetan children. It reviews rural primary education within Tibet and the secondary education for Tibetans in boarding schools across China. Data are presented on policies, student recruitment, curriculum, teachers and the campus environment, as they impact on students' identity formation. Although there is little that is multicultural about the learning process in …
The Chinese "Learning in a Regular Classroom" and Western Inclusive Education
This paper analyzes the definition of "learning in a regular classroom" (LRC), makes a comparison between LRC and inclusive education, and subsequently conducts an exploration into the nature of LRC. The conclusion is that LRC is a pragmatic model of inclusion that has evolved out of a compromise between the Western concept of inclusion and practical considerations related to Chinese social and educational conditions
Ethnic Identity Construction in the Schooling Context
Reflections on Basic Education Under the "Three Guarantees" Policy in Tibet's Pastoral Districts
Cultural or Political? Origin and Development of Educational Policy of the Tibetan Neidi Education in China
In order to cultivate talents and speed up development in Tibet, Tibetan Neidi1 “Neidi” refers to inland and coastal regions of China, as opposed to frontier and border regions such as Tibet. In this paper, “Tibetan Neidi school (class)” indicates a school or class built in an inland or coastal region for students from the Tibet Autonomous Region. The author distinguishes between “school” and “class” in the following way: “School” refers to an en…
Sociology (5 obras) · China's Ethnic Minorities and Relations (4 obras) · Geography (4 obras) · China (3 obras) · Ethnic group (3 obras) · Pedagogy (3 obras) · Political science (3 obras) · Anthropology (2 obras) · Asian Geopolitics and Ethnography (2 obras) · Context (archaeology (2 obras)