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Introduction--Ann Maxwell Hill and Minglang Zhou
• PART I: Debating China’s Positive Policies: Historical Antecedents and Contemporary Practice * Mandarins, Marxists, and Minorities--Walker Connor * Tracking the Historical Development of China’s Positive Policies or Preferential Policies for Minority Education: Continuities and Discontinuities--Minglang Zhou
• Minority Policies and Equality in College Admission Examinations in China--Tiezhi Wang
• Preferential Policies for Ethnic Minorities and Equality in Higher Education in China--Xing Teng and Xiaoyi Ma
• Yunnan’s Preferential Policies in Minority Education Since the 1980s: Retrospect and Prospects – Yanchun Dai and Changjiang Xu
• PART II: Between State Education and Local Cultures* Compulsory Education in the Eastern Tibetan Areas: A Field Survey in Kangding and Machu Counties--Gelek
• Tibetan Students Perspectives on/ Neidi/ Schools--Gerard Postiglione, Ben Jiao, and Ngawang Tsering
• School Consolidation in Rural Sichuan: Quality Vs. Equality--Christina Y. Chan and Stevan Harrell
• PART III: Between Market Competitiveness and Cultural/Linguistic Identities
• The Trade Culture of a Hui Community and Local Education: An Anthropological Case Study--Ma Xiaoyi
• Issues of Minority Education in Xinjiang China--Rong Ma
• Using Yugur in Local Schools: Reflections on China’s Policy for Minority Language and Education--Zhanlong Ba
• PART IV: Globalizing the Discourse on Inequality and Education * Natives and Nation: Assimilation and Indigenous Peoples in China and the U.S.--Ann Maxwell Hill
• Affirmative Action, Civil Rights and Racial Preferences in the United States: Some General Observations--Evelyn Hu-DeHart
• Learning about Equality: Affirmative Action, College Admissions, and the Law of the United States – Doug Edlin
| Price | Condition | Delivery | Seller | Action |
| $99.99 | Digital |
| WonderClub |
Timothy Dunn
reviewed Affirmative Action in China and the U. S.: A Dialogue on Inequality and Minority Education on July 31, 2015
Affirmative Action in China and the U. S.
White Awareness provides a pragmatic framework for addressing racism and privilege among white folks. On the whole, the exercises are well-structured to guide workshop participants. In my opinion, there need to be many, many more such guides, written in this style--specific exercises, with time and participant guidelines, notes for facilitators, an overall framework with a vision toward action as an end result. That said, there are certain points on which I strongly diverge from the author re: framework of "whiteness" and "racism." In the introduction much space is given to arguing that racism is a "disease," "schizophrenia," and a "mental illness," in a failed, ableist attempt to legitimize the real problem of racism by medicalizing it. Also, the author argues that white people should positively identify as "white," rather than "denying responsibility for perpetuating the racist system " by claiming our European heritages (such as Irish, English, or Italian). I feel that this issue is far more complex than is claimed by the author. Yes, "white" people do dodge responsibility for racism by claiming that they are not white but rather Irish, English, Italian, etc. However, I see "white" as social construct that can better be dismantled by "white" people repudiating the concept of "whiteness" as legitimate, and instead reconnecting with our ethnic cultures, languages and European landbases. In short, I feel that the authors neglected to explore the ways "white" people can use their ethnicities as a tool against racism/cultural appropriation rather than simply as a tool of collusion. Definitely worth having as a reference/educational resource though.
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