In this article, the authors investigated how families of Xinjiang class students perceive the benefits of the Xinjiang class policy for students. Based on the work of Melanie Walker, the authors adopted the capability approach as an analytical tool and collected data through in-depth interviews with families of Xinjiang class students over three months of fieldwork in Xinjiang and eastern China. The authors obtained a list of seven functional capabilities that illuminate the value of Xinjiang class education, and complaints that need to be addressed in the future. The results demonstrate how the benefits of Xinjiang class education, from a familial perspective, accrue to students, their families, as well as to the wider community. Also, the findings reveal that agency of parents is limited in this educational process. The authors propose that a pretransition program and improved communication between parents and teachers would facilitate better outcomes for students and their families, and ultimately result in more effective implementation of Xinjiang class policy.
Functional Capabilities, Xinjiang Class Policy, Ethnic Minority Students, Agency, Qualitative Research
This research was co-funded by the Chinese Scholarship Council and Macquarie University Research Excellence Scholarship (CSC-MQ) under Grant number 201608330242.
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Recommended APA Citation
Su, X., Harrison, N., & Moloney, R. (2020). The Value of Xinjiang Class Education to Ethnic Minority Students, Their Families and Community: A Capability Approach. The Qualitative Report, 25(11), 3847-3863. https://doi.org/10.46743/2160-3715/2020.4260