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Just Singing and Dancing: Official Representations of Ethnic Minority Cultures in China .

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Title: Just Singing and Dancing: Official Representations of Ethnic Minority Cultures in China .
Authors: Jason Cong Lin1 jasonlin@zju.edu.cn, Liz Jackson2 lizjackson@eduhk.hk
Source: International Journal of Multicultural Education. 2022, Vol. 24 Issue 3, p94-117. 24p.
Subject Terms: *Government publications, Minorities, Power (Social sciences), Singing, Powwows, Pictures, Public records
Geographic Terms: China
Abstract: 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. [ABSTRACT FROM AUTHOR]
Copyright of International Journal of Multicultural Education is the property of Yonsei University, Department of Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: <searchLink fieldCode="AR" term="%22Jason+Cong+Lin%22">Jason Cong Lin</searchLink><relatesTo>1</relatesTo><i> jasonlin@zju.edu.cn</i><br /><searchLink fieldCode="AR" term="%22Liz+Jackson%22">Liz Jackson</searchLink><relatesTo>2</relatesTo><i> lizjackson@eduhk.hk</i>
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  Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Multicultural+Education%22">International Journal of Multicultural Education</searchLink>. 2022, Vol. 24 Issue 3, p94-117. 24p.
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  Data: *<searchLink fieldCode="DE" term="%22Government+publications%22">Government publications</searchLink><br /><searchLink fieldCode="DE" term="%22Minorities%22">Minorities</searchLink><br /><searchLink fieldCode="DE" term="%22Power+%28Social+sciences%29%22">Power (Social sciences)</searchLink><br /><searchLink fieldCode="DE" term="%22Singing%22">Singing</searchLink><br /><searchLink fieldCode="DE" term="%22Powwows%22">Powwows</searchLink><br /><searchLink fieldCode="DE" term="%22Pictures%22">Pictures</searchLink><br /><searchLink fieldCode="DE" term="%22Public+records%22">Public records</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22China%22">China</searchLink>
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  Label: Abstract
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  Data: 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. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of International Journal of Multicultural Education is the property of Yonsei University, Department of Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.18251/ijme.v24i3.3007
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        Text: English
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        Type: general
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      – SubjectFull: Singing
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      – SubjectFull: China
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              Text: 2022
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