“One China, Many Chinas”

Diversity of China-Geography

Diversity of China-People

Diversity in Beliefs - Officially China is Atheist

Diversity in Chinese Politics -What has impacted Chinese politics over time? Mandate of Heaven Buddhism Taoism Confucianism Mencius Legalism Mao Deng Xiaoping

Diversity in Government Building

Diversity in Trade Markets

Diversity in Living Quarters

Diversity in Food and Food Production

Does the “Monolithic China” exist? Evidence: –Jared Diamond, Guns, Germs and Steel, “How China Became Chinese” –Chinese steamroller—Han dynasty –Mandarin Chinese –1 time zone from political capitol, Beijing –92% Han Chinese –60 th Anniversary

60 th Anniversary

How the Chinese government maintains a “monolithic” perspective: Decreased use of local languages in the public sphere, as well as the imposition of Mandarin, means that ethnic minority children have limited access to native language or cultural education. The declining availability of ethnic language or cultural education is compounded by an aggressive campaign of Chinese nationalist 'patriotic education', instituted in primary and secondary schools, in addition to centers of religious learning such as monasteries and mosques.

“The Monolith” Instead, there continue to be sharp inequalities in basic social services, such as education and health, while income and unemployment comparisons show that persons belonging to ethnic groups fall behind national averages and those for Han Chinese. The costs of inequitable development are high for those living in rural areas, and political exclusion from the process means that solutions are not necessarily made in the best interest of local ethnic minorities. The Western Development Strategy (WDS), targeting the western provinces and autonomous regions, is intended to 'modernize' these areas and narrow the development gap between the interior and the wealthier coastal provinces. Given the potential for discontent in such inequitable situations, however, the WDS is widely seen as a political tool for strengthening national unity through 'common prosperity'.

Conclusions To accurately teach China, one must focus on its diversity To really “know China,” one has to admit that one could never really “know China” Teaching China is a great lesson in paradox Teaching China or any part of Asia is too often left out of the curriculum, but holds significant importance to our students