Schooling in the Yao Mountains: An ethnographic study of the Tu Yao in Guangxi, China.

摘要

This dissertation deals with schooling among the Tu Yao, who belong to a category of the Yao people. They identify themselves as Thou-mian, which means "native people". Geographically, the Tu Yao communities are all situated deep in the Dagui Mountains in the eastern part of Guangxi. According to official statistics released in 2000, they number about 5,500 people only, but they are distributed over more than 4/5 of the mountain areas in Ertang and Shatian townships in Hezhou, Guangxi. These areas are sparsely populated, not easily accessible and are deficient in natural resources except forests. There is no suitable land for rice or other agricultural crops. Logging is the only means of livelihood for the Tu Yao.; Based on ethnographic research, this study is conducted among Tu Yao people for nine months. It explores the cultural, economic and political factors that influence schooling, as well as examines and rethinks some of the relevant theories in educational anthropology. It is often assumed that the main reason hindering minorities' schooling is poverty. While there is no doubt that poverty is one of the factors, it is certainly not the main one. This study finds that the local government's lethargy towards minority education and the imbalance in the distribution of local power have adverse impacts on the achievement of minority schooling. In mainland China, there are few scholars who have conducted in-depth ethnographic research on schooling, as most of scholars have concentrated mainly on history or language. Being government-funded, they generally assume the government's viewpoint. The works are mostly descriptive, focusing on the relationship between schooling and development. This study, however, places more focus on the social, cultural, and especially the political context within which schooling is conducted.; This dissertation contributes to our understanding of important aspects of local governmental management of schooling. Despite the best central governmental efforts to implement minority educational policies, gaps exist between policies and practice in minority areas. This study argues that, among all the factors hindering minority school attendance, the local government's lethargic behavior plays a crucial role, and this is neglected by most researchers. (Abstract shortened by UMI.)