Социальное управление системой образования для малых этносов Китая: стратегии репрезентации знаний

This article addresses the relevant contemporary issue of the development of the education system for small nationalities in China. Following the state task of combining “unity and diversity,” Chinese authorities employ a range of strategies aimed at homogenizing the multinational society while considering the importance of preserving regional specificity. By analyzing the works of Chinese researchers in the field of the anthropology of education, we examine these strategies as practices of knowledge representation. The education system for small nationalities is primarily seen as a part of the overall system of social governance. Using the socio-epistemological approach proposed by I. T. Kasavin, we attempt to answer the question of what methods are used to achieve a “golden mean” in managing nation-building processes within the Chinese educational system and what the main contours of these processes are