Negotiating Miao Ethnic and Chinese National Identity in Schools: The Case of Miao Students in Southern China

• In Event: Education for Ethnic, National and Global Identities in China

Proposal

Promoting a balance between ethnic diversity and national unity has become a significant and complex issue in multiethnic China. School education serves as a social institution that is expected to contribute to achieving this balance by imparting knowledge of both ethnic (minzu) and Chinese national (zhonghua minzu) identities (Chu, 2018). Previous studies have documented the inherent tensions faced by ethnic minority students in maintaining their ethnic identities while also learning about the broader national identity. While much research has been done on various ethnic groups, the identity constructions of Miao students have remained relatively underexplored. The Miao community has often been perceived as a group that seemingly experiences no conflict between these two identities. This study seeks to address this gap by examining the intricate tensions that arise in the “new” era, characterized by an increasing emphasis on constructing a singular Chinese national identity through the implementation of policies that aim to “forge the communal consciousness of the Chinese nation” (Zhao & Leibold, 2020).
This paper aims to explore how Miao students navigate their ethnic and national identities within the framework of firmly consolidating a zhonghua minzu identity. This qualitative study took place in two ethnically diverse regions located in Guizhou Province, China. Data was collected through photo-elicitation focus groups with students, interviews with teachers, and school observations. We used images to help 4th to 6th grade students discuss abstract topics related to ethnic and national identity. The study utilized four sets of images, each consisting of twelve pictures, to explore the students’ perceptions and understanding of zhonghua minzu, Chinese people, and Chinese culture. Themes in interviews with teachers included Miao cultural practices within schools, the learning experiences of Miao students, and ethnic relations both within and beyond the school environment. Overall, there were over fifty students and twelve teachers from five schools participated in this study.
The findings of this study illustrate that all students displayed pride in identifying with both their ethnic and Chinese national identities. Miao students demonstrated a keen interest in learning more about their Miao heritage within the school context, while maintaining a strong connection to their national identity. Interestingly, students showed ambiguity in their understanding of being Chinese and being a member of the Zhonghua Minzu. Some students felt that there were differences between being Chinese (a national identity) and being part of the Zhonghua Minzu (a minzu identity), although they were unable to clearly express these distinctions. Moreover, we found that some Miao students were marginalized and stereotyped because of their ethnic identity when interacting with other ethnic groups in ethnically diverse villages. This study suggests that teachers, both Han and ethnic minority teachers, should pay more attention to enhancing ethnic equity awareness and fostering communal consciousness (gongtongti yishi) to better support the academically underrepresented Miao students. The cooperation of diverse ethnic cultures in the communal consciousness would contribute to a more inclusive and harmonious learning environment for all students.

Author

• Weijian Wang, University of Minnesota