ABSTRACT
This chapter discusses Muslim Hui students’ educational experiences in China and the impact of their experiences on their identity construction. It contextualizes Hui students’ educational experiences through an examination of the history of the Hui, a review of government education policies for ethnic minorities, the representation of minority culture and knowledge in textbooks, and teachers’ pedagogical practices with Hui students. Postcolonialism and multicultural education are used as frameworks to interpret this data. Findings indicate that schools eradicate Hui heritage language, culture, and identity through a subjugation of Hui knowledge; and the imposition of mainstream Han language, culture, and knowledge on Hui students as the only means for social mobility. Through comparisons with other minority students’ experiences in China, particularly Tibetan students, and findings about minority students’ school experiences in the United States, the authors argue that China needs to infuse multicultural social justice education in the education system.
