Multicultural teaching and learning in an ethnically diverse school in Xishuangbanna Dai Autonomous Prefecture, Yunnan, China

Abstract

This study examines the teaching and learning of the ethnic Dai language in Long Primary School, located in the Xishuangbanna Dai Autonomous Prefecture, Yunnan Province, China. This study aims to achieve three objectives, including 1) to analyze the implementation of multicultural education policies at three levels, including the national level, provincial level (Yunnan Province), and district level (Xishuangbanna Dai Autonomous Prefecture) in China, 2) to explore the impact of the multicultural education policies on the implementation of multicultural education in Long Primary School in the Xishuangbanna Dai Autonomous Prefecture, Yunnan Province, China, 3) to investigate the influence of the multicultural education policies on the teaching of ethnic Dai language in Long Primary School in the Xishuangbanna Dai Autonomous Prefecture, Yunnan Province, China. This study employs a qualitative approach, collecting data through semi-structured interviews and non-participation observations. The research involved 30 participants from seven sample groups, including personnel of the Ministry of Education, school principals, teachers, students, parents, community leaders, and local artists. This study is conducted at Long Primary School in the Xishuangbanna Dai Autonomous Prefecture, Yunnan Province, China. The research tool employed in this study included 1) observation forms for the school, 2) observation forms for ethnic language teaching and learning in the classrooms, and 3) semi-structured interviews conducted with each of the seven sample groups. The combination of thematic coding and content analysis was used for data analysis. The findings of this study revealed five major themes: 1) Multicultural education policies at all levels in China place significant emphasis on multicultural education. It encompasses a comprehensive set of 17 national-level policies that address various aspects of ethnic diversity, including five on promoting the rights to teach and learn ethnic languages, one policy on allocating budgets specifically for language education, three on facilitating translation and publication of books for ethnic minority groups, and six on promoting the dimensions of multicultural education. 2) Among the 27 regulations encompassing multicultural education policies at the provincial level in Yunnan Province, it was observed that two of these regulations focus on language education promotion, one supports budget allocation for language education, one emphasizes the dimensions of multicultural education, and one promotes training for ethnic language teachers. 3) At the local level in Xishuangbanna Dai Autonomous Prefecture, there is a total of 130 provisions in both the Autonomous Regulations of the Autonomous Region and the Education Regulations of the Autonomous Region. Three of these provisions specifically support the rights to use ethnic minority languages, and three promote learning ethnic minority languages in Xishuangbanna. 4) Long Primary School has established a comprehensive multicultural education program that caters to students from diverse ethnic backgrounds. This includes teaching Ethics and Laws to students of all ethnicities, organizing celebrations during the Songkran Festival specifically for the ethnic Dai group, showcasing traditional dances performed by the Akha people, encouraging the wearing of traditional ethnic costumes in the school, and fostering a vibrant cultural atmosphere through drawing projects conducted in the school. 5) Long Primary School has primarily focused on providing ethnic Dai language instruction to the ethnic Dai students, who constitute the largest ethnic group in the school. However, it is important to note that the school is also home to various other ethnic minority students with distinct languages and cultures. This emphasis on the main ethnic group has resulted in a misalignment between the teaching practices and multicultural education's broader objectives. Multicultural education stresses equal access to education for all students. However, despite cultural diversity, primary schools often fail to treat students from different ethnic backgrounds equally. This study reveals that China's multicultural education policies strive for equal education among all ethnic groups nationwide. However, educational institutions must address curriculum integration, teaching management, and learning activities to implement these policies and cater to student diversity effectively. The study concludes that to achieve genuine educational freedom, particular attention should be paid to specific ethnic groups, ensuring unbiased education regarding culture, ethnicity, gender, language, and religion.