Skip to main content

Advertisement

SpringerLink
Log in

Characteristics, issues, and future directions in Chinese multicultural education: a review of selected research 2000–2018

  • Published:
Asia Pacific Education Review Aims and scope Submit manuscript

Abstract

Multicultural education has aroused extensive international attention and has been promoted by a large body of advocates due to its significance for the achievement of social equity in education. Such worldwide concern, therefore, calls for collaborative work, with contributions from diverse sociocultural contexts. This paper reviews 179 research studies on Chinese multicultural education (CME) from 2000 to 2018. Six interrelated categories were identified: (1) theoretical discourses on CME; (2) multicultural curricula and instruction; (3) students’ perspectives in multicultural contexts; (4) multilingual education and language policy; (5) citizenship education; and (6) multicultural teaching and teacher education. Each category was thoroughly examined and the limitations were discussed. Also, the paper identified various issues that future research needs to address, such as broadening the concept of multicultural education, the academic communication between China and the West, and the need for empirical literature in English.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1
Fig. 2
Fig. 3

Similar content being viewed by others

References

  • Agirdag, O., Merry, M. S., & Van Houtte, M. (2016). Teachers’ understanding of multicultural education and the correlates of multicultural content integration in Flanders. Education and Urban Society,48(6), 556–582.

    Google Scholar 

  • An, W. G. (2016). Woguo doyuan wenhua jiaoyu zhuti jiegou ji fazhan taishi—Jiyu gongci juzhen de zhishi tupu fenxi [The theme structure and development trend of multicultural education in China: Based on the knowledge map analysis of co-word matrix]. Neimenggu shifan daxue xuebao (jiaoyu kexueban),29(9), 10–17.

    Google Scholar 

  • Banks, J. A. (1989). Approaches to multicultural curriculum reform. Trotter Review,3(3), 5.

    Google Scholar 

  • Banks, J. A. (1993). Chapter 1: Multicultural education: Historical development, dimensions, and practice. Review of Research in Education,19(1), 3–49.

    Google Scholar 

  • Banks, J. (2008). Diversity and citizenship education in global times. Education for citizenship and democracy. https://doi.org/10.4135/9781849200486.

    Article  Google Scholar 

  • Banks, J. A. (2009a). Diversity and citizenship education in multicultural nations∗. Multicultural Education Review,1(1), 1–28.

    Google Scholar 

  • Banks, J. A. (2009b). Multicultural education: Dimensions and paradigms. In J. A. Banks (Ed.), The Routledge international companion to multicultural education (pp. 29–52). Boston: Routledge.

    Google Scholar 

  • Banks, J. A. (2015). Cultural diversity and education: Foundations, curriculum, and teaching. Boston: Routledge.

    Google Scholar 

  • Banks, C. A. M., & Banks, J. A. (1995). Equity pedagogy: An essential component of multicultural education. Theory into Practice,34(3), 152–158.

    Google Scholar 

  • Banks, J. A., & Banks, C. A. M. (2004). Multicultural education: Issues and perspectives. Hoboken: Jossey-Bass, An Imprint of Wiley.

    Google Scholar 

  • Bennett, C. (1986). Comprehensive multicultural education: Theory and practice. Boston: Allyn and Bacon.

    Google Scholar 

  • Bennett, C. (2001). Genres of research in multicultural education. Review of Educational Research,71(2), 171–217.

    Google Scholar 

  • Bennett, C., Niggle, T., & Stage, F. (1990). Preservice multicultural teacher education: Predictors of student readiness. Teaching and Teacher Education,6(3), 243–254.

    Google Scholar 

  • Cao, S. Z., & Zhang, C. S. (2008). Duoyuan yiti meimeiyugong—Lun duoyuan wenhua shiyexia shaoshu minzu diqu difang kecheng kaifa de jiben yuanze [Multicultural unity, beauty and communism: On the basic principles of local curriculum development in ethnic minority areas from the perspective of multiculturalism]. Zhongguo jiaoyu xuekan,6, 55–5873.

    Google Scholar 

  • Castagno, A. E. (2009). Making sense of multicultural education: A synthesis of the various typologies found in the literature. Multicultural Perspectives,11(1), 43–48.

    Google Scholar 

  • Chang, L. P. (2010). Gaoxiao yinyue jiaoyu de duoyuan wenhua fazhan [Multicultural development of music education in colleges and universities]. Hongguo chengren jiaoyu,17, 149–150.

    Google Scholar 

  • Chen, S. J. (2005a). Quanqiuhua shiyuxia duoyuan wenhua jiaoyu de shidai shiming [On the mission of multicultural education in the perspective of globalization]. Bijiao jiaoyu yanjiu,12, 37–41.

    Google Scholar 

  • Chen, X. G. (2005b). Duoyuan wenhua jiaoyu yu shaoshu minzu wenhua de chuancheng [Multicultural education and the inheritance of minority cultures]. Yunnan minzu daxue xuebao (zhexue shehui kexueban),5, 30–34.

    Google Scholar 

  • Cheng, L. H., & Ma, X. Y. (2014). Ketang jiaoxuezong jiaoshi de wenhua minganxing jiqi peiyu [On teachers’ cultural sensitivity of classroom instruction and its cultivation]. Quanqiu jiaoyu zhanwang,43(12), 36–43.

    Google Scholar 

  • Du, H. L., & Liu, X. Q. (2015). Minzu diqu jiaoshi wenhua shiying nengli peiyu tantao [Cultural adaptability of the teachers in ethnic regions]. Hebei shifan daxue xuebao (jiaoyu kexueban),17(1), 106–109.

    Google Scholar 

  • Fan, X. L. (2010). Wenhua de zhongduan duanli—Zhonguo shaoshu minzu duoyuan wenhua jiaoyu de xianzhuang [Interruption and fracture of culture: Current situation of multicultural education of minority nationalities in China]. Xinan minzu daxue xuebao (renwen shekeban),31(9), 43–48.

    Google Scholar 

  • Fei, X. T. (1989). Zhonghua minzu duoyuan yiti geju [The pluralist-unity structure of the Chinese nation]. Beijing: Central Nationalities College Press.

    Google Scholar 

  • Gao, F. (2010). Ethnicity, achievement and friendship: Korean Chinese students’ construction of peer networks. Educational Review,62(2), 143–156.

    Google Scholar 

  • Gay, G. (2000). Culturally responsive teaching: Theory, research, and practice. New York: Teachers College Press.

    Google Scholar 

  • Gay, G. (2004). The importance of multicultural education. The Curriculum Studies Reader,315, 320.

    Google Scholar 

  • Ge, W., Tsung, L., & Wing-wah, K. (2012). The pains of becoming trilingual in China an ethnographic case study of a Naxi College Student. Asia-Pacific Education Researcher,21(2), 257–266.

    Google Scholar 

  • Geng, L. H. (2013). Reflection on multicultural education under the background of globalization. Higher Education Studies,3(6), 53–57.

    Google Scholar 

  • Gibson, M. A. (1976). Approaches to multicultural education in the United States: Some concepts and assumptions. Anthropology & Education Quarterly,7(4), 7–18.

    Google Scholar 

  • Grant, C. A., & Grant, G. W. (1985). Staff development and education that is multicultural: a study of an in-service institute for teachers and principals. Journal of In-Service Education,12(1), 6–18.

    Google Scholar 

  • Grant, C. A., Sleeter, C. E., & Anderson, J. E. (1986). The literature on multicultural education: Review and analysis. Educational Studies,12(1), 47–71.

    Google Scholar 

  • Guo, F. (2010). Lun daxue duoyuan wenhua beijingxia jiaoshi wenhua de zhuanxing [On the transformation of teacher culture in the context of university multiculturalism]. Jiaoshi jiaoyu yanjiu,22(6), 29–34.

    Google Scholar 

  • Gutmann, A. (2004). Unity and diversity in democratic multicultural education: Creative and destructive tensions (pp. 71–96). Diversity and Citizenship Education: Global Perspectives.

    Google Scholar 

  • Hampton, N. Z., & Xiao, F. (2009). Traditional Chinese values and attitudes of Chinese university students toward people with intellectual disabilities. International Journal of Disability, Development and Education,56(3), 247–261.

    Google Scholar 

  • Han, R., & Leung, B. W. (2017). A survey on Weifang teachers’ attitudes toward teaching Chinese folk music. International Journal of Music Education,35(2), 202–215.

    Google Scholar 

  • He, B. (2009a). Lun Quanqiuhua guocheng zhongde shuangyu jiaoyu [On the bilingual education in the course of globalization]. Qinghai minzu xueyuan xuebao (shehui kexueban),35(2), 108–112.

    Google Scholar 

  • He, B. (2009b). Shuangyu jiaoyu de wenhua jieshi [Cultural interpretation of bilingual education]. Jiaoyu xuebao,5(6), 23–29.

    Google Scholar 

  • Hirasawa, Y. (2009). Multicultural education in Japan. In J. A. Banks (Ed.), The Routledge international companion to multicultural education (pp. 159–169). London: Routledgem.

    Google Scholar 

  • Hong, W.-P. (2010). Multicultural education in Korea: Its development, remaining issues, and global implications. Asia Pacific Education Review,11(3), 387–395.

    Google Scholar 

  • Hua, N. (2018). Duoyuan wenhua shiyuxia meishu jiaoyu de jiaozhi yu shiming [The value and mission of art education under the multicultural perspective]. Meishu,2, 132–133.

    Google Scholar 

  • Huang, C.-M. (2001). Fashion or compensation: The developments of multicultural education in Taiwan. In L. Lei (Ed.), Global constructions of multicultural education: Theories and realities (pp. 113–130). Boca Raton: CRC Press Book.

    Google Scholar 

  • Huang, X. H. (2007). Kecheng yu zhishi shehui jiren [Curriculum knowledge, society and people]. Jiangshu gaojiao,5, 65–68.

    Google Scholar 

  • Huang, J., & Wang, H. (2012). Guoneiwai minzu diqu sanyu jiaoyu zhibijiao [The summary and prospects of the trilingual education in China]. Guizhou minzu yanjiu,33(5), 191–195.

    Google Scholar 

  • Jin, Y. X. (2007). Duoyuan wenhua yinyue jiaoyu zhiwojian [My view on multicultural music education]. Jiaoyu yu zhiye,2, 105–106.

    Google Scholar 

  • Jin, S. M. (2009a). Duoyuan wenhua jiaoyu linianxia jiaoshi de peiyang mubiao jiqi qishi [The goals of teacher education under multicultural education idea and its inspiration]. Waiguo jiaoyu yanjiu,36(3), 28–31.

    Google Scholar 

  • Jin, S. M. (2009b). Duoyuan wenhua beijingxia jiaoshi mianlin de tiaozhan [On challenges that teachers face in multicultural context]. Shehui kexuejia,1, 122–144.

    Google Scholar 

  • Jin, S. M. (2010a). Duoyuan wenhua jiaoyu duiyu tuijin jiaoyu gongping de yiyi [The significance of multicultural education in promoting educational equity]. Jiaoxue yu guanli,36, 13–14.

    Google Scholar 

  • Jin, S. M. (2010b). Duoyuan wenhua jiaoyu dui shishi jiaoyu gongping de qishi [The enlightenment of multicultural education to the implementation of educational equity]. Heilongjiang gaojiao yanjiu,12, 16–18.

    Google Scholar 

  • Jin, S. M. (2011). Yanbian daxue duoyuan wenhua kecheng goujian [Construction of multicultural curriculum in Yanbian University]. Jiaoyu pinglun,4, 117–119.

    Google Scholar 

  • Jin, Z. Y. (2014). Duoyuan wenhua shidai de jiaoshi wenhua minganxing jiqi peiyu [Cultivating teachers’ cultural sensitivity in multicultural era]. Minzu jiaoyu yanjiu,25(4), 112–119.

    Google Scholar 

  • Kyndt, E., Gijbels, D., Grosemans, I., & Donche, V. (2016). Teachers’ everyday professional development: Mapping informal learning activities, antecedents, and learning outcomes. Review of Educational Research,86(4), 1111–1150.

    Google Scholar 

  • Law, W.-W. (2013). Globalization, national identity, and citizenship education: China’s search for modernization and a modern Chinese citizenry. Frontiers of Education in China,8(4), 596–627.

    Google Scholar 

  • Li, S. (2003). Duoyuan wenhua Beijingzhong shuangyu jiaoxue de tedian yu qushi [Characteristics and trends of bilingual teaching in multicultural background]. Jiaoyu yanjiu [Educational Research],12, 74–76.

    Google Scholar 

  • Li, X. M. (2014a). Duoyuan wenhua jiaoyu dui minzu diqu gaoxiao jiaoshi zhuanye fazhan de cujin [The promotion of multicultural education to the professional development of university teachers in ethnic minority areas]. Neimenggu shifan daxue xuebao (jiaoyu kexueban),27(10), 40–43.

    Google Scholar 

  • Li, Z. (2014b). Duoyuan wenhua jiaoyu de tezheng jiqi dui woguo gaodeng jiaoyu de yingxiang [Characteristics of multicultural education and its impact on Chinas higher education]. Jiaoyu yu zhiye,20, 168–169.

    Google Scholar 

  • Li, D. R., & Ma, Z. X. (2006). Gannan zangzu zhongxiaoxue xiaoben kecheng kaifa yanjiu [Research on the development of Tibetan primary and secondary school-based curriculum in Gannan]. Xibei shifan daxue xuebao (shehui kexueban),2, 98–104.

    Google Scholar 

  • Liao, H. (2006). Duoyuan wenhua kecheng kaifa: Jiben linian, tezheng yu yiyi [The development of multicultural curriculum: Basic ideas, features and significance]. Xinan daxue xuebao (renwen shehui kexueban),5, 76–80.

    Google Scholar 

  • Lin, J. (1997). Policies and practices of bilingual education for the minorities in China. Journal of Multilingual and Multicultural Development,18(3), 193–205.

    Google Scholar 

  • Liu, W. (2010). Gaoxiao shaoshu minzu daxuesheng duoyuan wenhua jiaoyu yu guojia rentong [Multicultural education and national identity of minority college students]. Zhongguo chengren jiaoyu,20, 18–19.

    Google Scholar 

  • Liu, G. (2011a). Yi peiyang duoyuan wenhua jiaoshi weimubiao—Xinjiang gaoshi jiaoyulei kecheng shezhi gaige gouxiang [Taking cultivation of multicultural teachers as the goal: The reform of educational curriculum in Xinjiang normal universities]. Jiaoshi jiaoyu yanjiu,23(1), 17–22.

    Google Scholar 

  • Liu, L. L. (2011b). Duoyuan wenhua beijingxia de shuangyu jiaoyu [Bilingual education under multicultural background]. Zhongguo minzu,12, 33–34.

    Google Scholar 

  • Lu, J. Y., & Tao, Q. (2014). Duoyuan wenhua jiaoshi jiaoyu kecheng shezhi chutan [On curriculum design of multicultural teacher education]. Jiaoyu pinglun,2, 43–45.

    Google Scholar 

  • Luo, Z. B. (2006). Kecheng gaige de wenhua zuge jiqi tupo [Cultural barriers and breakthroughs in curriculum reform]. Dangdai jiaoyu kexue,2, 24–27.

    Google Scholar 

  • Luo, J. H. (2010). Multicultural education and the acculturation of students in the interior-region Xinjiang senior middle school classes. Chinese Education & Society,43(3), 22–34.

    Google Scholar 

  • Luo, Z. Y., & Xie, Y. J. (2013). Jiyu doyuan wenhua jiaoyu santaishuo de mulaozu minzu wenhua chuancheng xitong de goujian [The construction of the cultural heritage system of the ethnic minorities based on the “Three States Theory of Multicultural Education”]. Hunan shifan daxue jiaoyu kexue xuebao,12(3), 23–27.

    Google Scholar 

  • Lynch, J. (1986). Multicultural education: Principles and practice. Boston: Routledge.

    Google Scholar 

  • Lynch, J. (1992). Education for citizenship in a multicultural society. London: Cassell.

    Google Scholar 

  • Ma, R. (2009). The development of minority education and the practice of bilingual education in Xinjiang Uyghur Autonomous Region. Frontiers of Education in China,4(2), 188–251.

    Google Scholar 

  • Ma, W. J. (2011). Duoyuan wenhua zhenghe jiaoyu yu minzu wenhua chuancheng ji fazhan [Multicultural integrated education and inheritance and development of ethnic minority cultures]. Minzu jiaoyu yanjiu,22(4), 23–26.

    Google Scholar 

  • Ma, X., Gong, Y., Gao, X., & Xiang, Y. (2017). The teaching of Chinese as a second or foreign language: A systematic review of the literature 2005–2015. Journal of Multilingual and Multicultural Development,38(9), 815–830.

    Google Scholar 

  • Ma, F., Li, J., Liang, H., Bai, Y., & Song, J. (2014). Baccalaureate nursing Students’ perspectives on learning about caring in China: A qualitative descriptive study. BMC Medical Education,14(1), 42.

    Google Scholar 

  • Malinen, O.-P. (2016). Teacher efficacy research in mainland China. In Asia-Pacific Perspectives on Teacher Self-Efficacy (pp. 115-126): Springer.

  • Meng, F. L. (2007). Lun shaoshu minzu diqu kuawenhua jiaoshi de peiyang [On preparing intercultural teachers in minority areas]. Jiaoshi jiaoyu yanjiu,3, 12–16.

    Google Scholar 

  • Miller-Cotto, D., & Byrnes, J. P. (2016). Ethnic/racial identity and academic achievement: A meta-analytic review. Developmental Review,41, 51–70.

    Google Scholar 

  • Moher, D., Liberati, A., Tetzlaff, J., & Altman, D. G. (2009). Preferred reporting items for systematic reviews and meta-analyses: the PRISMA statement. Annals of Internal Medicine,151(4), 264–269.

    Google Scholar 

  • NBSC. (2010). Sixth National Population Census of the People’s Republic of China. Retrieved July 9, 2018 from http://www.stats.gov.cn/tjsj/pcsj/rkpc/6rp/indexch.htm.

  • Nieto, S. (1992). Affirming diversity: The sociopolitical context of multicultural education. New York: ERIC.

    Google Scholar 

  • Nieto, S. (2004). Critical multicultural education and students’ perspectives. In D. Gillborn & G. Ladson-Billing (Eds.), The RoutledgeFalmer reader in multicultural education (pp. 179–200). New York: RoutledgeFalmer.

    Google Scholar 

  • Okubo, Y. (2013). From” Contested” Multiculturalism to” Localized” multiculturalism: Chinese and vietnamese youth in Osaka, Japan. Anthropological Quarterly,88, 995–1029.

    Google Scholar 

  • Ouyang, C. H., & Su, D. (2012). Xuexiao jiaoyu shiyuzhong de guojia rentong jiaoyu [A study of national identity education in perspective of school]. Minzu jiaoyu yanjiu,23(5), 10–14.

    Google Scholar 

  • Pi, W. (2011). Jiaoshi de wenhua minganxing jiqi peiyang lujing [Teacher’s cultural sensitivity and its training path]. Xiandai jiaoyu guanli,9, 83–85.

    Google Scholar 

  • Pu, W., & Liu, Y. (2017). Lun minzu diqu jiaoshi de kuawenhua jiaoyu shiming jiqi hexin suyang [One the intercultural education mission and the core qualities of the teachers in the ethnic regions]. Guangxi shifan daxue xuebao (zhexue shehui kexueban),53, 109–114.

    Google Scholar 

  • Qi, J. Y. (2008). Guojia rentong yu gongmin shenfen de shengcheng changyu: Xuexiao jiaoyu de yansheng gongneng [Generation domain of state identity and citizenship: Functions of school education]. Minzu jiaoyu yanjiu,19(6), 38–42.

    Google Scholar 

  • Qian, M. H. (2010). Ethnic education should undertake the major historic task of ethnic unity and the possibility of and explorations into the localization of diversified education. Chinese Education & Society,43(5), 62–76.

    Google Scholar 

  • Qian, M. H. (2011). Luelun duoyuan wenhua jiaoyu de linian yu shijian [A tentative study of the localized theory about multicultural education]. Beijing daxue xuebao (zhexue shehui kexueban),48(3), 136–143.

    Google Scholar 

  • Ren, B. (2014). Shixi duoyuan wenhua Beijingxia daxue yingyu jiaoxue de gaige fangshi [On the reform of college English teaching under multicultural background]. Heilongjiang gaojiao yanjiu,8, 171–173.

    Google Scholar 

  • Rivas-Drake, D., Seaton, E. K., Markstrom, C., Quintana, S., Syed, M., Lee, R. M., et al. (2014). Ethnic and racial identity in adolescence: Implications for psychosocial, academic, and health outcomes. Child Development,85(1), 40–57.

    Google Scholar 

  • Sleeter, C. E. (2018). Multicultural education past, present, and future: Struggles for dialog and power-sharing. International Journal of Multicultural Education,20(1), 5–20.

    Google Scholar 

  • Sleeter, C., & Grant, C. (1987). An analysis of multicultural education in the United States. Harvard Educational Review,57(4), 421–445.

    Google Scholar 

  • Sullivan, A. L., & Thorius, K. A. K. (2010). Considering intersections of difference among students identified as disabled and expanding conceptualizations of multicultural education. Race, Gender & Class,17, 93–109.

    Google Scholar 

  • Tang, Q. Y. (2002). Chuangshe yuyan jiaoyu duoyuanhua de daxue yingyu kecheng huanjing [On multicultural atmosphere in college English teaching]. Xinan shifan daxue xuebao (renwen shehui kexueban),6, 169–172.

    Google Scholar 

  • Tang, Q. X., & Pan, G. C. (2000). Duoyuan wenhua jiaoyu bentuhua yao shenxing [Multicultural education’s localization must be handled carefully]. Guizhou minzu yanjiu,3, 50–54.

    Google Scholar 

  • Teng, X. (2003). Zuqun, wenhua chayi yu xuexiao kecheng duoyanghua [Ethnic groups, cultural differences and school curriculum diversity]. Jiangshu shehui kexue [Jiangsu Social Sciences],4, 24–29.

    Google Scholar 

  • Teng, X. (2012). Zhuang Han shuangyu jiaoyu de wenti ji zhuanxiang [On problems in bilingual education of the Zhuang language and Mandarin Chinese]. Guangxi minzu daxue xuebao (zhexue shehui kexueban),34(4), 7–11.

    Google Scholar 

  • Vangrieken, K., Meredith, C., Packer, T., & Kyndt, E. (2017). Teacher communities as a context for professional development: A systematic review. Teaching and Teacher Education,61, 47–59.

    Google Scholar 

  • Wan, M. G. (2000). Duoyuan wenhua jiaoyu de xinfazhan yu kecheng gaige [New development of multicultural education and curriculum reform]. Waiguo zhongxiaoxue jiaoyu,2, 5–8.

    Google Scholar 

  • Wan, M. G., & Bai, L. (2008). Xifang duoyuan wenhua jiaoyu yu woguo shaoshu minzu jiaoyu zhibijiao [Comparison between Western multicultural education and minority education in China]. Minzu yanjiu,6, 32–41.

    Google Scholar 

  • Wang, J. (1999). Shijie kuawenhua jiaoyu lilun liupai zongshu [A review of intercultural educational theories in the world]. Minzu jiaoyu yanjiu,1, 125–131.

    Google Scholar 

  • Wang, J. (2003). Duoyuan wenhua jiaoyu de shiji lunzheng [On the controversy about the multicultural education]. Guizhou minzu yanjiu,1, 125–131.

    Google Scholar 

  • Wang, J. (2004a). Xifang guojia de duoyuan wenhua jiaoyu jiqi pipan [Multicultural education in Western countries and its critique]. Guizhou minzu yanjiu,3, 137–142.

    Google Scholar 

  • Wang, J. (2004b). Duoyuan wenhua jiaoyu: Xifang shaoshu minzu jiaoyu de shijian jiqi qishi [Multicultural education: Practice and enlightenment of Western minority education]. Guangxi minzu yanjiu,1, 112–117.

    Google Scholar 

  • Wang, J. (2005). Duoyan wenhua jiaoyu de liangzhong moshi: Xifang “masaike” yu “zhongguo dahuayuan” [Two modes of multicultural education: “Western Mosaic” and “China’s Great Garden”]. Xibei shida xuebao (shehui kexueban),6, 101.

    Google Scholar 

  • Wang, J. (2006). Woguo minzu diqu difang kecheng kaifa yanjiu [A study on local-based curriculum development in minority nationality areas of China]. Jiaoyu yanjiu,4, 24–27.

    Google Scholar 

  • Wang, J. (2008). Shaoshu minzu diqu minzu wenhua xiaoben kecheng kaifa yanjiu [Research on the ievelopment of school-based ethnic culture curriculum in ethnic minority areas]. Xiandai jiaoyu kexue,10, 86–87.

    Google Scholar 

  • Wang, G. (2018a). Wenhua huiying jiaoxue moshi yu minzu diqu waiyu jiaoxue gaige [Culturally responsive teaching model and the reform of foreign language teaching in ethnic areas]. Minzu jiaoyu yanjiu,29(4), 65–70.

    Google Scholar 

  • Wang, W. (2018b). Researching education and ethnicity in China: A critical review of the literature between 1990 and 2014. Frontiers of Education in China,13(2), 216–244.

    Google Scholar 

  • Wang, W., & Gao, X. (2008). English language education in China: A review of selected research. Journal of Multilingual and Multicultural Development,29(5), 380–399.

    Google Scholar 

  • Wang, J., & He, X. G. (2000). Duoyuan wenhua jiaoyu de pipan yu fansi [On criticism and reflection on multicultural education]. Shanghai jiaoyu keyan,1, 32–35.

    Google Scholar 

  • Wang, Y., & Phillion, J. (2009). Minority language policy and practice in China: The need for multicultural education. International Journal of Multicultural Education,11(1), 1–14.

    Google Scholar 

  • Wang, G. X., & Pi, L. (2014). Xiaoxue kebenzhong de minzu zhishi yanjiu: Yizhong doyuan wenhua shijiao [Study of ethnic knowledge in elementary textbooks: A perspective of multicultural education]. Dangdai jiaoyu yu wenhua,6(1), 21–27.

    Google Scholar 

  • Wang, J., Qin, J. C., Luan, X. F., & Guan, Y. (2007). Jiedu zhongguo duoyuan wenhua jiaoyu [To figure out multicultural education in China]. Guizhou minzu yanjiu,1, 145–150.

    Google Scholar 

  • Wang, Y. R., Xiao, L. D., Yan, P., Wang, Y., & Yasheng, A. (2018). Nursing students’ cultural competence in caring for older people in a multicultural and developing region. Nurse Education Today,70, 47–53.

    Google Scholar 

  • Wang, S. J., & Yang, Z. S. (2009). Houxiandai zhuyi shiyuxia duoyuan wenhua jiaoyu de tezheng, shizhi ji wenti [On the characteristics, essence and problems of multicultural education from the perspective of post modernism]. Dongbei shida xuebao (zhexue shehui kexueban),6, 192–197.

    Google Scholar 

  • Wang, P., & Zhao, Y. Z. (2012). Minzu wenhua chuancheng yu tiyu xiaoben kecheng kaifa de liandong yanjiu [The linkage research about the ethnic culture inheritance and the PE school curriculum development]. Shoudu tiyu xueyuan xuebao,24(5), 446–448.

    Google Scholar 

  • Wei, T. T. (2008). “Duo” Zhongde “shao”: Yuwen jiaocaizhong de duoyuan wenhua jiaoyu—Yi renjiaoban he sujiaoban chuzhong yuwen jiaocai weili. [“Less” in “More”: Multicultural education in Chinese textbooks]. Shanghai jiaoyu keyan,3, 51–53.

    Google Scholar 

  • Wu, L. J. (2005). Shaoshu minzu sanyu jiaoyu de zongheng jiedu [An explanation of trilingual education of ethnics]. Guizhou minzu yanjiu,4, 181–183.

    Google Scholar 

  • Wu, M. H. (2014). Yiheduoyuan zhongheweiyu—Zhongguo tese duoyuan wenhua zhuyi jiqi jiaoyu daolu chutan [On multicultural education with Chinese characteristics: Study on multiculturalism Chinese characteristics and educational way]. Minzu jiaoyu yanjiu,25(3), 5–10.

    Google Scholar 

  • Xi, J. P. (2014). Speech at the Central Nationality Work Conference. Retrieved October 10, 2018 from http://cpc.people.com.cn/xuexi/n1/2017/1123/c385476-29663133.html.

  • Xiao, Z. D. (2010). Kecheng gaige: Baochi shidu de wenhua zhangli [Curriculum reform should maintain moderate cultural tension]. Nanjing shehui kexue,6, 144–149.

    Google Scholar 

  • Xie, Y. J. (2014). Duoyuan wenhua jiaoyu yu mulaozu wenhua de chuancheng [Multicultural education and the inheritance of the culture of the Mu nationality]. Jiaoyu pinglun,11, 129–131.

    Google Scholar 

  • Xu, C. (2015). Gaodeng xuexiao duoyuan wenhua yingyue jiaoyu de ruogan sikao [Reflections on multicultural music education in colleges and universities]. Zhongguo jiaoyu xuekan,19, 249–250.

    Google Scholar 

  • Xu, X. J., Zeng, N., & Ji, J. (2004). Duoyuan wenhua jiaoyu linian yu xuexiao tiyu gaige [Multicultural education concept and school sports reform]. Wuhan tiyu xueyuan xuebao,1, 27–28.

    Google Scholar 

  • Xue, F., & Zhao, Z. (2016). Gaoxiao shaoshu minzu xuesheng sixiang daode jianshe yanjiu—Jiyu minzu wenhua jiaoyu lilun shijiao [Research on the ideological and moral construction of minority students in colleges and universities: Based on the perspective of the theory of ethnic cultural education]. Guizhou minzu yanjiu,37(11), 221–224.

    Google Scholar 

  • Yang, X. (1999). Duoyuan wenhua jiaoyu—Guanyu minzu de xinlilun [Multicultural education: A new theory of ethnic education]. Minzu jiaoyu yanjiu,1, 18–21.

    Google Scholar 

  • Yang, Y. (2013). Duoyuan wenhua beijingxia daxue yingyu jiaoxue gaige [College English teaching reform under multicultural background]. Jiaoyu yu zhiye,29, 147–148.

    Google Scholar 

  • Yang, R., & Wu, M. (2009). Education for ethnic minorities in China: A policy critique. SA-eDUC Journal,6(2), 117–131.

    Google Scholar 

  • Ye, T. X., & Zhou, H. (2009). Renxing shiyuxia duoyuan wenhua jiaoyu de lishi shiming [On historical significance of multicultural education from perspective of humanity]. Hebei shifan daxue xuebao (jiaoyu kexueban),11(10), 5–8.

    Google Scholar 

  • Yuan, H. (2018). Educating culturally responsive han teachers: Case study of a teacher education program in China. International Journal of Multicultural Education,20(2), 42–57.

    Google Scholar 

  • Zhang, H. (1998). Duoyuan wenhua jiaoyu lilun fanxing he shijian moshi tanxi [Theoretical models and practical models of multicultural education]. Bijiao jiaoyu yanjiu,3, 35–39.

    Google Scholar 

  • Zhang, G. J. (2002). Duoyuan wenhua shehuizhong de jiaoshi juese jiqi dui jiaoshi jiaoyu de qishi [The Teacher’s roles in multicultural society and its’ enlightenment to teacher education]. Xinan shifan daxue xuebao (renwen shehui kexueban),6, 68–72.

    Google Scholar 

  • Zhang, Y. K. (2005). Duoyuan wenhua jiaoyu shijiaoxia de shaoshu minzu gongmin jiaoyu [The citizenship education of ethnic minorities under the multicultural education]. Guangxi minzu yanjiu,1, 21–26.

    Google Scholar 

  • Zhang, X. Q. (2009). Duoyuan wenhua jiaoyu de shizhi yu minzu diqu jiaoshi de wenhua pinxing [On essence of multicultural education and cultural quality of teachers in ethnic regions]. Minzu jiaoyu yanjiu,20(3), 5–11.

    Google Scholar 

  • Zhang, J. (2013). Duoyuan wenhua jiaoyu shiyuxia de shaoshu minzu daxuesheng hexin jiazhiguan jiaoyu [The core values education of minority college students from the perspective of multicultural education]. Heilongjiang gaojiao yanjiu,31(7), 64–66.

    Google Scholar 

  • Zhang, Y. P. (2014). Duoyuan wenhua jiaoyu zai zhongguo [Multicultural education in China]. Kejiao daokan,6, 7–8.

    Google Scholar 

  • Zhang, J. Y. (2015). Minzu diqu jiaoshi de wenhua minganxing jiqi shengcheng [Cultural sensitivity of teachers in ethnic areas and its formation]. Zhongguo chengren jiaoyu,6, 80–82.

    Google Scholar 

  • Zhang, F., & Cao, N. X. (2017). Woguo duoyuan wenhua jiaoyu yanjiu yu shijian shuping [Commentary on the research and practice of multicultural education in China]. Neimenggu shifan daxue xuebao (jiaoyu kexueban),30(5), 18–23.

    Google Scholar 

  • Zhang, Q. Q., & Tan, L. (2015). Duoyuan wenhua jiaoyu jiqi dui woguo minzu jiaoyu de qishi [On multicultural education and its implications to ethnic education in China]. Guizhou minzu yanjiu,36(5), 203–206.

    Google Scholar 

  • Zhao, D. S. (2007). Duoyuan wenhua jiaoyu: Chuancheng minzu wenhua de yizhong linian[Multicultural education: A kind of idea of inheriting multiethnic culture]. Guizhou minzu yanjiu,5, 138–142.

    Google Scholar 

  • Zhao, X. Y. (2009). Minzu diqu shishi duoyuan wenhua jiaoyu de sikao—Yi kecheng kaifa wei shijiao [Reflections on the implementation of multicultural education in ethnic areas: From the perspective of curriculum development]. Ningxia daxue xuebao (renwen shehui kexueban),1(2), 157–160.

    Google Scholar 

  • Zhao, H. (2015). Dui minzu wenhua kecheng ziyuan kaifa de sikao [Reflections on the development of national culture curriculum resources]. Jiaoxue yu guanli,24, 42–44.

    Google Scholar 

  • Zhao, X., & Ni, Z. G. (2015). Jiyu duoyuan wenhua de ligong yuanxiao yinyue jiaoxue moshi gaige tansuo [Exploration of teaching mode reform of music education in polytechnic colleges based on multiculturalism]. Jiaoyu yu zhiye,26, 89–91.

    Google Scholar 

  • Zheng, Y. (2012a). Jiyu duominzu hexie shehui goujianzhong de duoyuan wenhua lijie jiaoyu [Multicultural understanding education based on the construction of a multi-ethnic harmonious society]. Hubei minzu xueyuan xuebao (zhexue shehui kexueban),30(1), 71–74.

    Google Scholar 

  • Zheng, Y. (2012b). Lijiexing wenhua yanjiuzhe: Duoyuan wenhua lijie jiaoyu zhongde jiaoshi juese [Understanding-oriented culture researcher: The role of teachers in education for multicultural understanding]. Minzu jiaoyu yanjiu,23(4), 70–74.

    Google Scholar 

  • Zheng, Y. Y. (2016). Duoyuan wenhua jiaoyu yanjiu zai zhongguo [Multicultural education research in China]. Xizang jiaoyu,8, 10–14.

    Google Scholar 

  • Zhou, Y. J., & Zhu, J. (2009). Duoyuan wenhua jiaoyu dui zhongguo shaoshu minzu gongmin jiaoyu de qishi [Enlightenment from multicultural education to citizenship education of ethnic minority in China]. Guizhou minzu yanjiu,29(5), 108–113.

    Google Scholar 

Download references

Acknowledgement

This work was supported by the China Scholarship Council under Grant (No. 201706990026).

Author information

Authors and Affiliations

  1. Laboratory for Education and Society, University of Leuven, Leuven, Belgium

    Qian Liu, Fatma Zehra Çolak & Orhan Agirdag

  2. Department of Education Sciences, University of Amsterdam, Amsterdam, The Netherlands

    Orhan Agirdag

Authors
  1. Qian Liu
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Fatma Zehra Çolak
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Orhan Agirdag
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Qian Liu.

Ethics declarations

Conflict of interest

No potential conflict of interest was reported by the authors.

Additional information

Publisher's Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Electronic supplementary material

Below is the link to the electronic supplementary material.

Supplementary material 1 (DOCX 17 kb)

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Liu, Q., Çolak, F.Z. & Agirdag, O. Characteristics, issues, and future directions in Chinese multicultural education: a review of selected research 2000–2018. Asia Pacific Educ. Rev. 21, 279–294 (2020). https://doi.org/10.1007/s12564-020-09624-2

Download citation

  • Received:

  • Revised:

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s12564-020-09624-2

Keywords

Search

Navigation