National Colleges And Universities Recessive Curriculum Research

Educational anthropology reveals that there are cultural, social and national implications in education activities. One of the most essential functions of education is to reserve, inherit and develop culture, and the selection of culture depends on "course" which is based on the self development of culture and people’s understanding and demand of culture. Different ethnic group takes cultures in different ways. Hence, ethnic universities and colleges ought to admit the difference between individual students, and educate them in specific ways. Education could work better if it helps people get along well with the surrounding people, environment, culture and society. Meanwhile, education is an ethnic task, it differs geographically. Hidden curriculum is one of the most important part in ethnic education. It is not only an education question; it is also a complex social question. Therefore, hidden curriculum is o mean to cultivate ethnic elites and also a field where students from different ethnic groups could achieve mutual understanding, respect, tolerance and appreciation.Minzu University of China is a big family which consists of56ethnic groups and is a cradle of ethnic elites. It is also the highest ethnic education institution in china. It is an experiment site where we could construct a harmonious culture and society by respecting difference and accepting diversity. In their evolution history, every ethnic group generates their own culture characteristics, and they will be affected by other different values in the communication and interaction with other groups. How to reserve their own cultural traditions and customs in the sharing of other cultures? Through education, ethnic students could enforce their ethnic identification and learn diverse ethnic and national cultures. Students should clarify their cultural, ethnic and national identities and search for the balance point between culture, ethnic and nation, and try to realize the harmonious development of multi-cultures and ethnic groups.The essay takes MUC as the research target and discusses the connation, traits and functions of hidden curriculum of ethnic universities and colleges of which the history, current situation and the problems are thoroughly discussed. The essay consists of the preface, the text and the conclusion, and the text is divided into seven chapters.Chapter one contents preface, the writer presents the reasons and significance of this research, the reasons of the choice of the field, the basic situation the field. The writer also sums up the relative national and international literatures in definitions, essential theories and case studies.In chapter two, the writer looks the literatures of hidden curriculum, Chinese. Taiwanese and internal texts are included. Through a multicultural perspective, the writer tries to do an empirical definition of hidden curriculum and clarify the difference between the hidden curriculum,"second class" and the curricula. Meanwhile, the writer generalizes the traits of ethnic education hidden curriculums and their specific functions regarding the relative theories. In chapter three, the writer talks about the historic development of MUC, the school of Tibetans and Mongolians, Yan’an Minzu College and Minzu College of China, and Minzu University of China. The writer tries to find out the historic lineage of hidden curriculum in ethic higher education and provide historic experience of current situation.In chapter four, the writer generalizes the current situation of hidden curriculum in ethnic universities and colleges through empirical investigation and analysis. In the field of ethnic universities and colleges, students possess their own ethnic cultural backgrounds and hidden curriculums represent its colorful contents and diversity. Hence, the writer tries to divide the course into three categories, courses organized by school, courses organize by students and supervised by school, and activities organized voluntarily by students.In chapter five, the writer focuses on the subject emotional express and self identification through four perspectives, students, teachers, schools and society. It could be considered as the continue the current situation of hidden curriculum in ethnic universities and colleges. By telling the real stories of the students after class, and memorizing the people and events in daily life, we could understand their life and culture in a deeper way.In chapter six, through the analysis of the fieldwork materials, the writer sums up the achievement of MUC in the hidden curriculum development. But there are still some problems, such as lack of intercultural sensibility, ignore of the cultural connation and short of multi-ethnic cultural values. Teachers don’t consider hidden curriculum clearly, and not gain the multi-cultural education ideas, not pay attention to the hidden curriculum and lack of multi-cultural qualities. Some students even have a feeling as a foreign student, ethnic identity are threatened. All these problems are discussed in details in the case studies through which the writer tries to reveal the covered reasons.In chapter seven, the writer tries to evaluate the hidden curriculum and set up a series of methods and dimensions and take the "stakeholders analysis" and "logic framework analysis" as two methods to evaluate the hidden curriculum in ethnic universities and colleges. The writer expects these two methods could offer some reference in the evaluation system of hidden curriculum in ethnic universities and colleges.In chapter eight, through the perspective of students, teacher, schools and society, the writer tries to find out the meaningful suggestions for hidden curriculum. Cultures, ethnics and nations should be balanced in the harmonious development of multi-cultures and multi-ethnics. The writer tries to find out a possible developing direction for the hidden curriculum in ethnic universities and colleges.The final part is the conclusion. The writer concludes up her essay.