From Dislocated to Local: Policy Implications of “Educational Aid for Tibet”

Abstract

ABSTRACT Considered a major ethnic policy aimed at providing “intellectual aid for Tibet”, the interior Tibet schools have recruited more than 100,000 primary school graduates to undertake secondary education in China’s developed cities. This kind of dislocated schooling, although purportedly offering better pedagogy, has been criticised for jeopardising the local educational ecology in Tibet and disconnecting Tibetan students from their families and home communities. Some claim the downplaying of the Tibetan language and culture in these schools implies an assimilatory agenda. Yet the interior Tibet school system, with its primary goal of promoting national unity, has also cultivated a group of culturally and politically conscious Tibetan elites. In order to address these concerns, a localised version has emerged with the establishment of Tibetan schools in the regional capital of Lhasa and the importing of Han teachers from interior cities. Some have praised this new hybrid model, but my interviews with Tibetan teachers working in these schools reveal complicated uncertainties over this policy diversion. By comparing the aid politics of the two different models of dislocated minority education, this article highlights the importance of integrating indigenous voices into the policy process, especially if the state wants to sustain its educational programs for Tibetan students.