ABSTRACT
This chapter follows on the steps of the previous one by continuing the exploration of the notion of Minzu, specifically in the context of education. To start with, the authors insist that Minzu education is a label that does not refer to any unified approach to interculturality in education in China. As such, Minzu education encompasses different practices and policies at different levels of education. At times it applies to all Chinese citizens and, at other times, it endeavours to empower certain Minzu group members (e.g. bilingual education). The influential work of anthropologist Fei Xiaotong is discussed, especially in the way it has been adopted by both education policymakers and scholars in China under the label of ‘unified pluralist education’ (多元一体教育). A critical comparison between ‘Western’ multicultural education and Minzu education complements discussions around its specificities and complexities, which leads to a review of its characteristics (unity in diversity, economic development, Minzu literacy, etc.). Finally, bilingual education and Minzu teacher education are discussed.
