Syncretism of Tradition and Modernity in Education: A Case Study of a Tibetan Vocational School in Qinghai

Abstract

The notion of educational development has merit in defining the nature of Tibetan school education in China, which operates under the Chinese centralized educational model. However, it would be simplistic to see all types of schools in Tibetan regions operating in a single dependency relationship regarding the educational content, teaching mode, and school management. Consequently, the author proposes considering the more complex situation of a syncretism of Tibetan and Chinese education systems. His proposition derives from his long-time participation, observation, and extensive interviews with school teachers, students, and administrators in a Tibetan private vocational high school in Amdo (Qinghai). This school has pioneered experimentation with a syncretic education model to resolve the tension and seek a balance between cultural continuity and social change by capitalizing on its interdependency situation. His research shows that promoting this syncretic education model in a multi-ethnic and multi-cultural country like China is worthwhile.