From Academic Discourse to Political Decisions? The Case of the Xinjiang Ethnic Unity Education Textbook Reform

Abstract

AbstractBetween 2009 and 2014, against the background of the Xinjiang ethnic unity education textbook reform (2009–2010), vigorous academic debate on China's ethnic policy reform took place. Two academic cliques – one championing reform and the other representing the status quo – gradually came to the fore in this debate and competed to influence policy. This research seeks to unpack the mechanisms in China's knowledge regime that allow one agent (such as a think tank or academic) to prevail over others. Agents have an impact on policymaking mainly through connections with the decision-making body. This research uses three variables (ideological connection, level and nature of the connection) to analyse the relative policy influence of different agents in the debate. This research is among the first to provide an in-depth analysis of the debate's policy impact at the local level. The reform clique prevailed in this case because of its ability to bond with and influence higher-level decision-making bodies. Beginning in 2014, the Chinese Communist Party officially adopted the reform clique's language because of its alignment with the Party's growing need to maintain security in ethnic minority areas. Furthermore, key reform clique players continue to have an impact on the national policy shift.