Schooling for knowledge and cultural survival

Tibetan community schools in nomadic herding areas

Bibliographic Data

ID8089174
AuthorsEllen Bangsbo (a Independent Scholar , c/o Affiliate Researcher at Nordic Institute of Asian Studies (NIAS) , Copenhagen, Denmark, corresponding author)
Year2008
Volume60
Issue1
Pages69-84
Publication date2008-02-01
Open AccessNo
TypeARTICLE
VenueEducational Review (JOURNAL)
Journal identifiersISSN: 0013-1911 • E-ISSN: 1465-3397
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1080/00131910701794598
OpenAlexW2011285682
LanguageEN
Citations received12
References cited12

For children of Tibetan nomadic (drokpa) families, it is often a struggle to attend school. The long distance from home to school, irrelevance of school learning to daily life and available jobs after graduation contribute to the choice by some parents to keep their children at home for domestic work. Although some parents consider schooling in its present form a waste of time, it is nevertheless acknowledged that proficiency in Chinese and basic knowledge gained from schooling are probably essential if employment is to be sought outside the pastoral community. This case study introduces three primary community schools in the herding areas of Qinghai and Sichuan. In addition to Chinese, these schools teach Tibetan, and take traditional beliefs and cultural values into account. It is argued that recognizing rural life in remote, high‐altitude herding areas is under transition and has made Tibetan parents more open towards schooling, in particular if their children have the possibility to attend a local community school

Economic growth · Geography · Graduation (instrument · Herding · Political science · Rural area · Socioeconomics · Sociology · Work (physics · China's Ethnic Minorities and Relations · Global Education and Multiculturalism · Rangeland Management and Livestock Ecology

Tools

Open DOISci-Hub