The role of ethnic identity in school engagement: perceptions of immigrant Tibetan adolescents in select US public schools

This purpose of the study was to ascertain the level of ethnic identity formation and its perceived role on school engagement for Tibetan adolescents enrolled in public schools in two Midwestern states in the USA. The journey of these students from culturally encapsulated schools from Nepal, Bhutan, and India to multiculturally diverse settings was one of the most fascinating facets of the Tibetan Diaspora. Subjects included 16 girls, 25 boys, and 2 who did not identify their gender. The multigroup ethnic identity measure was used to determine the level of ethnic identity formation of Tibetan students while a questionnaire gathered information on school engagement. The overall ethnic identity measure for this sample was high with a mean of 3.58, while the cognitive and affective aspect of the measure was also high with a mean of 3.56 and 3.74, respectively. The girls showed more emotional commitment to ethnic identity, as their mean score was 3.92, while boys scored 3.62. The results clearly corroborated findings and conclusions drawn by other scholars. School and community partnership contributed to the healthy ethnic identity development of adolescents who were thus encouraged to be more engaged in meaningful school activities.     

Fostering benign Tibetan nationalism: Tibetan schooling passions in the Diaspora

ABSTRACT

Scholarship on the ‘manufacturing of citizenship’ has focused primarily on European and American nationalism. Scholars have noted the scarcity of research on identity construction among children in the Diaspora. This study explores the role of the altruistic principle and the Middle Way approach (a political strategy for the resolution of Sino-Tibetan issues) on the construction of nationalism amongst Tibetan children in Diaspora. The 2004 Basic Education Policy for Tibetans stresses the principle of ‘altruism’ in the identity construction of Tibetan children. Inclusive nationalism is germane in the schooling process. The study presents an interview analysis of four Tibetan Education Ministers about the intersection of altruistic principle, the Middle Way approach, and Tibetan nationalism. Additionally, 34 school children (14 boys and 20 girls) from the 6th, 7th, and 8th grades participated in a drawing activity. The analysis of children’s ‘cultural artifacts of nationalism’ is also included. The study found that neither the Tibetan children nor the Ministers expressed any feeling of hatred or animosity towards Chinese nationals. The willingness and desire to co-exist in harmony with their counterparts were evident. The principle of altruism is deeply entrenched in the Middle Way approach and Tibetan nationalism.     

China’s minority preferential policies and the schooling of indigenous Tibetan children: the weakest link

Since the introduction of the Chinese colonial education system into Tibet in the 1960s, the Tibetan language has been caught in the crossfire. Because of Tibetan language’s perceived strong relationship with national identity and its alleged separatist implications, the Chinese leadership has always maintained an uneasy and sceptical outlook on it. Textbooks in Lhasa and other urban areas are exceedingly written in Chinese. The invalidation of mother tongue in the schooling process causes serious emotional trauma resulting in low academic achievement and low proficiency in the native language. The People’s Republic of China’s constitution guarantees the freedom of all nationalities ‘to use and develop their own spoken and written languages’. The trajectory of Tibetan language has, however, reflected the political winds sweeping across the plateau rather than educational imperatives. Therefore, this conceptual paper uses language-as-problem, language-as-right and language-as-resource framework for the critical analysis of language policy in occupied Tibet. Additionally, the role of social media is explored in language revitalisation despite PRC’s draconian language policing political agenda. A strong additive bilingual education with the sustained use of Tibetan language of instruction is advanced for enhancing both Tibetan and Chinese proficiency and academic achievements of indigenous children.     

明辨是非 坚决反对分裂

文章通过丰富详尽的史实和作者亲历,见证西藏民主改革前后的对比变化,阐明汉藏两族同为中华民族重要成员和西藏自古就是中国不可分割的一部分的历史,深刻揭批达赖分裂集团近年来策划、制造的分裂事件的目的和实质;号召西藏各族人民珍惜、维护今天的幸福生活.     

藏族传统健身方法中的保健按摩——预备式擦身法简介

藏族传统文化中,有关防病治病、健身强体、养生保健、延年益寿的理论和方法甚多,但其中许多科学内容被神学的面纱所笼罩,只要我们本着科学的态度去伪存真,就能取其精华,为社会大众强身健体发挥作用。本文介绍的预备式擦身法,被认为是所有健身方法不可或缺的预备步骤,是藏族传统健身方法中最初级、最一般的方法。这一健身按摩,可以预防和治疗血管硬化、堵塞、脑血栓、供血不足等疾病,可以预防脉管、骨节、皮肤、神经等的病症,可以促进血液循环,增强免疫力,防治各种疾病,强壮体魄。现在,直接研究或介绍藏族健身方法和养生之道的著作或文章可以说是凤毛麟角。这方面是藏学研究有待开发的一个领域。     

Culturally Responsive Teaching: What do selected United States elementary school teachers think?

In this paper culturally responsive teaching is viewed as one way of implementing the concept of multicultural education in schools. In recent years, scholars have devoted considerable attention to the importance of aligning classroom experiences with students' home culture as a way of enhancing social, academic and cultural enrichment of all children. This study was, therefore, designed to identify perceptions of teachers toward the importance of culturally responsive teaching in elementary schools in the United States. The responses of 33 teachers were analyzed by using both qualitative and quantitative techniques. The findings of this study, along with a summary and implications for future studies, are presented in this paper. The data analysis clearly indicated that over 96% of the respondents considered culturally responsive teaching to be an important part of working with culturally diverse students. It was significant to note that the way teachers reported their perception toward the importance of culturally responsive teaching matched the manner with which they responded to the characteristics of culturally relevant teaching.