Research On Recessive Force To School Education Among Scattered Hui Nationality

Compared with other minority nationalities, the most prominent feature as to Hui-nationality is its distribution of scattering generally while minor in community. Right now, the quantities of Hui people spread over98%of national county level administrative regions along with the population over half of the whole scattered group. Thus, the extensity of Hui-nationality's distribution may lead to diversities of its education development. Nevertheless, the existing studies of Hui-nationality's education mainly concentrate on its compact communities, the Northwest region in China, so how about those scattered areas?A report letter in2009sent from Hu Buquan Village in Luo Zhuang District, Linyi City to government of Luo Zhuang District recalls my consideration, in which college committees of this biggest Hui-nationality community in the southern of Shandong reflect the high dropout rate for primary and middle school students in their villages. And my successive filed investigations have proved the objective existence of such a phenomenon. What forms the distinct contrast to this phenomenon is the non-dropout of students among neighboring areas of Han nationality. The investigation also shows the qualified education input and teaching resources are invested in Hu Buquan village, and the family economic condition of those students are even better than the Han nationality ones. On the one hand, this result tells us the dominant factors, such as educational input, teacher resources, and family incomes and so on, are far away from Hui-nationality students'dropout. On the other hand, it recalls our consideration to explore the recessive force for Muslim's abandoning education to get rid of the surrounding of Han nationality's culture and coming back to their own community. As an important approach to fulfill the social equality, school education is of social selecting function and the major entrance for people's running upward from the low class. When the obvious weaknesses on culture and population exist clearly for scattered Hui nationality, why do they abstain from their only way to flow to the upper class by acquiring school education?The thesis mainly studies on recessive force which reflects school education of scattered Hui-nationality both relying on theory analysis and empirical evidence, by means of theory of cultural reproduction as the analytical, as well as the synthesis application of the related theories and methods in Pedagogy, Sociology, Anthropology and Culturology. And the intention of the thesis is to propose the corresponding strategies for solving the dropout problems in the scattered Hui-nationality schools by exploring the specialties of them from those in compact Hui-nationality communities and the normal ones, and to make a further analysis of recessive force among them.Firstly, the Hui-nationality school education in Hu Buquan Village is put into consideration in the relatively broad background of different time and place, starting from the external environment of its natural ecology and cultural history, along with inspecting its internal traditional Hui-nationality community structure of "the five aspects together" and the development history and present situation of Hui-nationality school education.And then, more attention is paid to the three functional mechanisms of recessive force as to scattered Hui-nationality school education. The first functional mechanism of recessive force is that the school leaders and teachers' misunderstanding of Hui-nationality culture will lead to their recessive prejudice for Hui-nationality students'unfavorable behaviors and exaggerating and fossilizing their negative effect and lastly causing those students'sense of alienation for school education. The misunderstanding to Hui-nationality culture is mainly because of transmission mode of Islam culture in China, Hu Buquan Village's isolated living pattern, contradictions and disputes arising from the economic communication and low rate of intermarriage between Hui and Han nationality ones. Regarding to its second mechanism, it is revealed in the following aspects:the school education's unattractive features to students of Hui-nationality, parents of Hui-nationality's ignoring to education system and the existence of strangers educated by education in Hui-nationality community, which are caused by the disjunction between school education and Hui-nationality students'internal demand on the way of the blanking among major culture heritage and Hui-nationality culture and local knowledge. Because of the recessive culture capital diversity between Hui and Han nationality students caused by the inflection of keen business atmosphere already in the socialization Hui-nationality community during Hui-nationality students'early period, traditional marriage concept and their students' concept of valuing business while ignoring knowledge, the third functional mechanism of recessive force is shown on school leaders and teachers'demarcating the grade of Hui and Han-nationality students. These comprise the Hui-nationality students' weakness in school and make them choose to return back to their own community by means of dropout and personal elimination. In a word, the school fulfills the social reproduction by reproducing the major culture.Finally, the thesis comes to its conclusion, and the consideration for the development of scattered Hui-nationality school education is necessary. For the scattered Hui-nationality school education, to enforce the favorable interaction between schools and Hui-nationality community and guide Muslim's reasonable adjustment, its national characters should be highlighted; meanwhile, multicultural education concept is required to reconstruct its educational method.The study comes from the practical question of school education in a scattered Hui-nationality village, and the view on recessive force by comprehensive and careful reconstruction of the existing problems and its essence. Besides, based on the following foundation, reasonable explanations are made and targeted measures and suggestion are proposed, which are helpful for related department solving education problems and of beneficial reference for the school education of other scattered minority nationalities.