Research On The Practical Mechanism Of Ethnic Solidarity And Progress Education Of Primary And Secondary Schools In Nanning ——Exploration Of Ethnography Based On T Ethnic School

Ethnic solidarity and progress education in schools is an important part of the establishment of ethnic solidarity and progress,and is one of the educational measures to firmly establish the consciousness of the Chinese national community.The party and the government have always attached importance to ethnic solidarity education in primary and secondary schools.The general office of the Ministry of education and the general office of the State Ethnic Affairs Commission successively issued the notice on carrying out ethnic solidarity education activities in primary and secondary schools throughout the country(February 13,1999),the notice on further vigorously promoting ethnic solidarity education in primary and secondary schools(June 14,2004),the notice on effectively grasping the work of ethnic solidarity education in primary and secondary schools(March 4,2008).In the three notices and a series of documents issued by the state to promote the cause of ethnic solidarity and progress,the policy of ethnic solidarity and progress education in primary and secondary schools is consistent.Under the policy background of national ethnic solidarity and progress education,how to carry out ethnic solidarity and progress education in primary and secondary schools has attracted much attention in the academic circles in recent years.Existing studies have discussed the historical foundation,realistic foundation and natural orientation of ethnic solidarity and progress education in primary and secondary schools,and combed the policy context,theoretical discourse and practical experience of ethnic solidarity and progress education in primary and secondary schools.However,they rarely describe the embedded structure of ethnic solidarity and progress education in primary and secondary education practice,and rarely describe the participants' understanding of ethnic solidarity and progress education in primary and secondary schools.As an ethnographic exploration,following the theoretical paradigm of educational anthropology,this study attempts to describe the embedded practical process of ethnic solidarity and progress education in primary and secondary schools from the perspective of context,understand the multi-agent attitude and behavior from the perspective of culture,and focus on the following three specific issues.First,when does the ethnic solidarity and progress education in primary and secondary schools in Nanning start? Why? What is the realistic background? Second,how to carry out the education of ethnic solidarity and progress in primary and secondary schools in Nanning? How is the education of ethnic solidarity and progress embedded in the education and teaching activities of primary and secondary schools? What opportunities and resources have been utilized? Third,how do school leaders,teachers and students view the education of ethnic solidarity and progress in primary and secondary schools?Therefore,this study focuses on participation observation and in-depth interview,supplemented by the method of literature,and carries out ethnographic research on the practical process of ethnic solidarity and progress education in T ethnic school.On the basis of field investigation and literature analysis,this study puts the practice of ethnic solidarity and progress education in T ethnic school in the policy background of ethnic solidarity and progress education in primary and secondary schools and the realistic background of ethnic solidarity and progress education in Nanning,Guangxi Zhuang Autonomous Region.With the theme of "practical mechanism of ethnic solidarity and progress education in primary and secondary schools",this study is divided into six parts for combing,deep description,analysis and interpretation.These six parts are “Introduction”,“T Ethnic School”,“Space-Time Strategy”,“Curriculum Transmission”,“Subject Action” and “The Practical Mechanism of Ethnic Solidarity and Progress Education in T Ethnic School”.This study holds that T ethnic school is based on the national ideology and the cultural ecology of Guangxi Zhuang Autonomous Region,and embeds the ethnic solidarity and progress education into the organizational structure of the school system with material cultural symbols,invisible cultural symbols and knowledge cultural symbols,which is the cultural selection mechanism.At the same time,T ethnic school couples the education of ethnic solidarity and progress in an all-round way in school education and teaching activities with the organic integration of space and content,which is the mechanism of cultural dialogue.However,the active response of T ethnic school participants in the educational practice of ethnic solidarity and progress involves the individual value system,which is rooted in the social and cultural norms of a specific situation.Therefore,the promotion of cultural choice and cultural dialogue to ethnic solidarity and progress lies in the systematic operation of practical mechanism.This study makes an educational anthropological analysis of the ethnic solidarity and progress education in primary and secondary schools in Nanning,and points out that the ethnic solidarity and progress education in primary and secondary schools in Nanning is based on the inheritance of national culture,and realizes the political goal of shaping the national concept,cultivating national consciousness and enhancing national identity in the three-dimensional interaction of educational concept,educational content and educational subject.That is,the practical mechanism of ethnic solidarity and progress education in primary and secondary schools is cultural choice and cultural dialogue cruising between “norms” and “facts”.