On The Status Quo Of Curriculum Cultural Capital Of Mongol High Schools

For various multi-ethnic countries, national education has been a key issue that demands proper solution. Ethnic minority culture and education is such a close concern of all nations in that culture and education exert paramount impact over a nation’s social and economic development through myriads of means. The national education of China features such phenomena as plummeting of ethnic minority students who receive education in their mother tongue, sharp decrease of the number of ethnic minority schools, and unfavorable academic achievements of ethnic minority students etc. The Cultural Capital Theory offers a unique study perspective and entry point for this paper which attributes the fundamental reasons for above-mentioned problems to the discrepancy between cultural capital implied in curriculum setting and that advocated on campus. Curriculum, as a symbol of state rights, represents the culture and value of mainstream class, while the culture and value of ethnic minority groups, as a weak culture, can not hold a candle to the former, thus resulting in its gradual devaluation. The Mongol Nationality in north China is not exceptional to such problems. The paper takes Chifeng Mongol High School as an individual case, conducts close and in-depth observation, depicts the cultural capital state of its curriculum, tracks down possible causes through further analysis, and proposes corresponding strategies.The paper consists of six chapters:The first chapter is introduction; it introduces the research background and significance, literature view, definition of key concepts, and the design, objective, contents, approaches, objects, innovation and difficult points of the study.The second chapter lays the theoretical foundation and expounds the Cultural Capital Theory and value orientation of school curriculum cultural capital.The third chapter presents the regional background, general situation, history development of Chifeng Mongol High School.The fourth chapter narrates on the status quo of curriculum cultural capital of the school from three perspectives of reification, systematization, and objectification, discovers the deficiencies of its curriculum cultural capital and classifies them into five categories:malfunction of mainstream national language code, malfunction of curriculum material cultural capital, malfunction of discipline curriculum cultural capital and malfunction of school-based curriculum cultural capital.The fifth chapter analyzes the reasons for these malfunctions and summarizes them into two big aspects. The first one is based on the survey of social background and humanistic environment of Chifeng City and concludes the city’s social and cultural change, the difference between Mongolian and Chinese languages, and social prejudice contribute to the malfunction. The second reason is due to the school education and curriculum itself, which is discovered through the study on educational system, curriculum setting and teaching contents.The sixth chapter puts forward corresponding solutions, including the promotion of the reform of national high school characteristic education curriculum system from the perspective of the Cultural Capital Theory, and proper handling of several relations in school education etc.