Made in China – Assimilating Ethnic Minorities in the 21St Century an Examination of Xi Jinping’S Efforts to Sinicise Ethnic Minorities in China Through Framing

Total Page:16

File Type:pdf, Size:1020Kb

Made in China – Assimilating Ethnic Minorities in the 21St Century an Examination of Xi Jinping’S Efforts to Sinicise Ethnic Minorities in China Through Framing Made in China – assimilating ethnic minorities in the 21st century An examination of Xi Jinping’s efforts to sinicise ethnic minorities in China through framing Wiam Lena Khalid Jamel JONATHAN BARTLETT ILLUSTRATION FOR FOREIGN POLICY Department of Political Science Independent Research Project in Political Science – SV7052, (30 credits) Autumn term 2020 Supervisor: Johan Lagerkvist Word count: 20 715 words Abstract The study aims to analyse how China, under the Xi Jinping administration, assimilates its ethnic minorities by exploring white papers' underlying motives. The ambition is to understand China’s actions and how they can affect the future. The research asks three questions: How does China frame ethnic minorities in white papers? What arguments are used to justify assimilation and sinicisation? How and why is China assimilating its ethnic minorities now? The results show that China depicts ethnic minorities through two accounts, oneness and backwardness. The former stresses the significance of unity within ethnic minorities and between ethnic groups. The latter describes the condition that ethnic minorities end up in if they do not conform to China’s socialist values. One can be stuck by backwardness if one follows declared enemies or shows signs of separatism, terrorism and religious extremism. The results reveal how China uses ‘war on terror’ and modernisation narratives to justify its assimilation and sinicisation acts. The results also point to three areas where ethnic minorities can stick to backwardness and should, therefore, assimilate Han Chinese. These are language, religion and employment. The study reveals that the CPC and Xi Jinping intend to fix anything that disturbs them from realising the Chinese Dream of national rejuvenation. Consequently, China’s attempt to attain uniformity means that anything which may be prioritised above the party must be eradicated or sinicised. Keywords: Ethnic policy, assimilation, sinicisation, China, Xi Jinping, framing theory. Contents Abbreviations ............................................................................................................................................ 3 1. Introduction ........................................................................................................................................... 1 1.1 Research problem ....................................................................................................................................................... 1 1.2 Aim and research questions ....................................................................................................................................... 2 1.3 Disposition ................................................................................................................................................................... 2 2. Ethnic policies in the PRC .................................................................................................................... 2 2.1 Ethnic policies before Xi era ..................................................................................................................................... 3 2.1.1 Mao era 1949–1976 ............................................................................................................................................... 3 2.1.2 Deng era 1976–1989 ............................................................................................................................................. 5 2.1.3 Jiang era 1989–2002 .............................................................................................................................................. 6 2.1.4 Hu era 2002–2012 ................................................................................................................................................. 6 2.2 Xi’s ethnic policies, 2012–present ............................................................................................................................ 7 3. Previous research .................................................................................................................................. 12 3.1 Framing studies ......................................................................................................................................................... 12 3.2 Ethnic minority policy .............................................................................................................................................. 14 3.2.1 Influential researchers in the field of ethnic policies in China ..................................................................... 15 3.3 The role of previous research in this study ........................................................................................................... 16 4. Theory .................................................................................................................................................. 17 4.1 The concept framing ................................................................................................................................................ 17 4.2 Framing as a theory .................................................................................................................................................. 17 4.3 Is framing theory sufficient? .................................................................................................................................... 20 4.4 Operationalisation ..................................................................................................................................................... 21 5. Material and method ........................................................................................................................... 22 5.1 Text analysis ............................................................................................................................................................... 22 5.2 Qualitative content analysis, with a dash of grounded theory ........................................................................... 22 5.2.1 Elements from grounded theory in this study ................................................................................................ 23 5.3 Coding scheme and content analysis table ............................................................................................................ 24 5.3.1 Content analysis table ......................................................................................................................................... 25 5.4 Data challenges .......................................................................................................................................................... 26 5.5 Choice of material ..................................................................................................................................................... 27 5.6 Reliability and validity ............................................................................................................................................... 28 5.7 Alternative methods ................................................................................................................................................. 29 6. Results and analysis ............................................................................................................................ 30 6.1 How does China frame ethnic minorities in white papers? ................................................................................ 30 6.2 What arguments are used to justify assimilation and sinicisation? .................................................................... 36 6.3 How and why is China assimilating its ethnic minorities now? ......................................................................... 41 7. Concluding discussion and summary ................................................................................................. 45 8. References ........................................................................................................................................... 48 9. Appendixes .......................................................................................................................................... 54 Appendix 1: Coding scheme based on Semetko and Valkenburg’s (2000) five framing functions ................... 54 Appendix 2: Content analysis table .............................................................................................................................. 56 Appendix 3: Material for analysis .................................................................................................................................. 57 Appendix 4: Visual images ............................................................................................................................................. 60 4.1 Vocational and Education Training Centres (Re-education camps) .............................................................. 60 4.2 Demolished or altered religious buildings .......................................................................................................... 62 Abbreviations § AI – Artificial Intelligence § BRI – Belt and Road Initiative § CCP – Chinese Communist Party § CPC – Communist Party of China § ECA – Ethnographic Content Analysis § Han Chauvinism – Han Chinese nationalism § Hui – Muslim Chinese ethnic minority § IJOP – Integrated Joint Operations Platform § Minzu –
Recommended publications
  • Reimagining Chinese Indonesians in Democratic Indonesia
    Asia Pacific Bulletin Number 109 | May 10, 2011 Reimagining Chinese Indonesians in Democratic Indonesia BY RAY HERVANDI Indonesia’s initiation of democratic reforms in May 1998 did not portend well for Chinese Indonesians. Constituting less than 5 percent of Indonesia’s 240 million people and concentrated in urban areas, Chinese Indonesians were, at that point, still reeling from the anti-Chinese riots that had occurred just before Suharto’s fall. Scarred by years of discrimination and forced assimilation under Suharto, many Chinese Indonesians were uncertain—once again—about what the “new” Indonesia had in store for them. Yet, the transition to an open Indonesia has also resulted in greater space to be Chinese Indonesian. Laws and regulations discriminating against Chinese Indonesians have been Ray Hervandi, Project Assistant at repealed. Chinese culture has grown visible in Indonesia. Mandarin Chinese, rarely the the East-West Center in language of this minority in the past, evolved into a novel emblem of Chinese Washington, argues that Indonesians’ public identity. Indonesians need to “restart a civil Notwithstanding the considerably expanded tolerance post-Suharto Indonesia has conversation that examines how shown Chinese Indonesians, their delicate integration into Indonesian society is a work [Chinese Indonesians fit] in in progress. Failure to foster full integration would condemn Chinese Indonesians to a continued precarious existence in Indonesia and leave them vulnerable to violence at the Indonesia’s ongoing state- and next treacherous turning point in Indonesian politics. This undermines Indonesia’s nation-building project. In the ideals that celebrate the ethnic, religious, and cultural pluralism of all its citizens.
    [Show full text]
  • Nationalism, Internationalism and Chinese Foreign Policy CHEN ZHIMIN*
    Journal of Contemporary China (2005), 14(42), February, 35–53 Nationalism, Internationalism and Chinese Foreign Policy CHEN ZHIMIN* This article examines the role of nationalism in shaping Chinese foreign policy in the history of contemporary China over the last 100 years. Nationalism is used here as an analytical term, rather than in the usual popular pejorative sense. By tracing the various expressions of contemporary Chinese nationalism, this article argues that nationalism is one of the key enduring driving forces which have shaped Chinese foreign policy over the period; as China increasingly integrates herself into this globalized and interdependent world and Chinese confidence grows, the current expression of Chinese nationalism is taking a more positive form, which incorporates an expanding component of internationalism. In recent years, nationalism has been one of the key focuses in the study of China’s foreign policy. In the 1990s, several Chinese writers started to invoke the concept of nationalism, both in their study of Chinese foreign policy and in their prescriptions for the Chinese foreign policy. Likewise, in English-language scholarship the study of Chinese nationalism largely sets the parameters of the debate about the future of Chinese foreign policy and the world’s response to a rising China. An overarching theme of this Western discourse is a gloomy concern with the worrisome nature of recent expressions of Chinese nationalism. Samuel P. Huntington was famously concerned about China’s intention ‘to bring to an end the
    [Show full text]
  • Mutual Integration Versus Forced Assimilation
    Mutual Integration Versus Forced Assimilation: The Conflict between Sandinistas and Miskitu Indians, 1979-1987 by Jordan Taylor Towne An honors thesis submitted to the Honors Committee of The University of Colorado at Boulder Spring 2013 Abstract: This study aims to i) disentangle the white man’s overt tendency of denigrating indigenous agency to ethnic identity and, through the narrative of the Miskitu people of Nicaragua’s Atlantic Coast, display that this frequent ethnic categorization oversimplifies a complex cultural identity; ii) bring to the fore the heterogeneity inherent to even the most seemingly unanimous ethnic groups; iii) illustrate the influence of contingent events in shaping the course of history; and iv) demonstrate that without individuals, history would be nonexistent—in other words, individuals matter. Through relaying the story of the Miskitu Indians in their violent resistance against the Revolutionary Sandinistas, I respond contrarily to some of the relevant literature’s widely held assumptions regarding Miskitu homogeneity, aspirations, and identity. This is achieved through chronicling the period leading to war, the conflict itself, and the long return to peace and respectively analyzing the Miskitu reasons for collective resistance, their motives in supporting either side of the fragmented leadership, and their ultimate decision to lay down arms. It argues that ethnic identity played a minimal role in escalating the Miskitu resistance, that the broader movement did not always align ideologically with its representative bodies throughout, and that the Miskitu proved more heterogeneous as a group than typically accredited. Accordingly, specific, and often contingent events provided all the necessary ideological premises for the Miskitu call to arms by threatening their culture and autonomy—the indispensible facets of their willingness to comply with the central government—thus prompting a non-revolutionary grassroots movement which aimed at assuring the ability to join the revolution on their own terms.
    [Show full text]
  • Forced Assimilation Education for Indigenous Youth
    PROJECT Signs of Your Identity: Forced Assimilation Education for Indigenous Youth In the 1837 House of Commons Report, the British government posited that assimilation was the only way forward for indigenous residents of the colonies. In Canada, the United States, Australia, and New Zealand, various iterations of the Indian Residential School system were created—usually church-run boarding schools meant to forcibly assimilate indigenous children into Western culture. Attendance was mandatory, and Indian Agents would regularly visit aboriginal communities to take children as young as two or three from their homes. Many of them wouldn’t see their families again for the next decade, others would never reunite again. These students were punished for speaking their native languages or observing any indigenous traditions, routinely physically and sexually assaulted, and in some extreme instances subjected to medical experimentation and sterilization. The removals continued in Australia until the 1970s. The last residential school in Canada didn't close until 1996. The U.S. government still operates 59 Indian Boarding Schools today. The lasting impact on these indigenous populations is immeasurable. Thousands of children died while in the system—so many that it was common for residential schools to have their own cemeteries. And those who did survive, deprived of their families and their own cultural identities, became part of a series of lost generations. Languages died out, sacred ceremonies were criminalized and suppressed. The Canadian government has officially termed the residential school system a cultural genocide. These are the stories of those who made it through the system, and are coping with the legacy of their boarding school days.
    [Show full text]
  • The Centralia the Origin and the Basics
    1 The Centralia The Origin and the Basics o see what China is and represents takes one to an ocean of information Tabout 20 percent of the humankind living on a continent over millennia. Appropriate to its mountainous volume, the existing knowledge of China is defiled by countless myths and distortions that often mislead even the most focused about China’s past, present, and future. Generations of students of China have translated and clarified much of the Chinese mystique. Many sturdy Chinese peculiarities, however, persist to impede standardization and general- ization of China studies that still critically need more historically grounded researches (Perry 1989, 579–91). To read the Chinese history holds a key to a proper understanding of China. Yet, the well-kept, rich, and massive Chi- nese historical records are particularly full of deliberate omissions, inadvertent inaccuracies, clever distortions, and blatant forgeries. A careful, holistic, and revisionist deciphering of the Chinese history, therefore, is the prerequisite to opening the black box of Chinese peculiarities. The first step is to clarify the factual fundamentals of China, the Centralia, that are often missed, miscon- strued, or misconceived. The revealed and rectified basics inform well the rich sources and the multiple origins of China as a world empire. This chapter thus explores the nomenclature, the ecogeography, the peoples, and the writing of history in the Chinese World. The starting point is the feudal society prior to the third century BCE, the pre-Qin Era when the Eastern Eurasian continent was under a Westphalia-like world order. The Chinese Nomenclature: More than Just Semantics China (Sina in Latin, Cīna in Sanskrit, and Chine in French) is most prob- ably the phonetic translation of a particular feudal state, later a kingdom in today’s Western China (䦎⚥ the Qin or the Chin, 770–221 BCE) that 9 © 2017 State University of New York Press, Albany 10 The China Order became an empire and united and ruled the bulk of East Asian continent (䦎㛅 221–207 BCE).
    [Show full text]
  • Nationalism NATIONALISM Nationalism—The Belief That People Should Be Loyal to Their Nation—Was Not • Between 1950 and 1980, Widespread Until the 1800S
    IMPACT OF Nationalism NATIONALISM Nationalism—the belief that people should be loyal to their nation—was not • Between 1950 and 1980, widespread until the 1800s. The rise of modern nationalism is tied to the 47 African countries spread of democratic ideas and the growth of an educated middle class. overthrew colonial rulers People wanted to decide how they were governed, instead of having and became independent monarchs impose government on them. nations. • In the 1990s, the republics of Bosnia and Herzegovina, Croatia, Slovenia, and Bonds That Create a Nation-State Macedonia broke away from Yugoslavia. • In 2003, Yugoslavia changed its name to Serbia Culture History and Montenegro. a shared way of life (food, a common past; dress, behavior, ideals) common experiences • Europe has 47 countries. (Some of those lie partially in Europe, partially in Asia.) Language About 50 languages are Religion different dialects of spoken in the region. a religion shared by all NATION-STATE one language; one or most of the people dialect becomes • In most of Latin America, “national language” Spanish or Portuguese is the official language. However, many native Nationality Territory languages are still spoken. belief in common ethnic a certain territory that For example, Bolivia has ancestry that may or may belongs to the ethnic three official languages: not be true group; its “land” Spanish and the Indian languages of Aymara and Quechua. Positive and Negative Results of Nationalism Nationalism has not always been a positive influence. For example, extremely strong nationalistic feelings sometimes lead a group to turn against outsiders. The chart below lists some positive and negative results of nationalism.
    [Show full text]
  • Expanding the Crime of Genocide to Include Ethnic Cleansing: a Return to Established Principles in Light of Contemporary Interpretations
    Expanding the Crime of Genocide to Include Ethnic Cleansing: A Return to Established Principles in Light of Contemporary Interpretations Micol Sirkin† “‘The only alternative to ethnic minorities is ethnically pure states created by slaughter or expulsion.’”1 I. INTRODUCTION It may be surprising to discover that ethnic cleansing is legally dis- tinct from genocide considering that the media use these terms inter- changeably.2 Currently, no formal legal definition of ethnic cleansing exists.3 In characterizing the acts of the Yugoslav war, however, the United Nations Security Council’s Commission of Experts on violations of humanitarian law stated that “‘ethnic cleansing’ means rendering an area ethnically homogenous by using force or intimidation to remove † J.D. Candidate, Seattle University School of Law, 2010; B.A., Philosophy, Boston University, 2006. I would like to thank Professor Ronald C. Slye for his insight and guidance. I would also like to thank K.D. Babitsky, Lindsay Noel, and Alexis Toma for their hard work and friendship. Last, but not least, I would like to thank my mother, Dalia Sirkin, for always raising the bar and believing in me every step of the way. 1. Jean-Marie Henckaerts, Mass Expulsion in Modern International Law and Practice, in 41 INT’L STUD. IN HUM. RTS. 1, 108 (1995) (quoting Fearful Name from a Nazi Past, L.A. TIMES, June 22, 1994, at B6) (emphasis added). 2. See, e.g., Andy Segal, ‘Bombs for Peace’ After Slaughter in Bosnia, CNN, Dec. 4, 2004, http://www.cnn.com/2008/WORLD/europe/11/20/sbm.bosnia.holbrooke/ (“Three years later, [Ri- chard Holbrooke] would become one of the most influential U.S.
    [Show full text]
  • How History Matters for Student Performance. Lessons from the Partitions of Poland Ú Job Market Paper Latest Version: HERE
    How History Matters for Student Performance. Lessons from the Partitions of Poland ú Job Market Paper Latest Version: HERE. Pawe≥Bukowski † This paper examines the effect on current student performance of the 19th century Partitions of Poland among Austria, Prussia and Russia. Despite the modern similarities of the three regions, using a regression discontinuity design I show that student test scores are 0.6 standard deviation higher on the Austrian side of the former Austrian-Russian border. This magnitude is comparable to the black vs. white test score gap in the US. On the other hand, I do not find evidence for differences on the Prussian-Russian border. Using a theoretical model and indirect evidence I argue that the Partitions have persisted through their impact on social norms toward local schools. Nevertheless, the persistent effect of Austria is puzzling given the histori- cal similarities of the Austrian and Prussian educational systems. I argue that the differential legacy of Austria and Prussia originates from the Aus- trian Empire’s policy to promote Polish identity in schools and the Prussian Empire’s efforts to Germanize the Poles through education. JEL Classification: N30, I20, O15, J24 úI thank Sascha O. Becker, Volha Charnysh, Gregory Clark, Tomas Cvrcek, John S. Earle, Irena Grosfeld, Hedvig Horvát, Gábor Kézdi, Jacek Kochanowicz, Attila Lindner, Christina Romer, Ruth M. Schüler, Tamás Vonyó, Jacob Weisdorf, Agnieszka WysokiÒska, Noam Yuchtman, the partici- pants of seminars at Central European University, University of California at Berkeley, University of California at Davis, Warsaw School of Economics, Ifo Center for the Economics of Education and FRESH workshops in Warsaw and Canterbury, WEast workshop in Belgrade, European Historical Economics Society Summer School in Berlin for their comments and suggestions.
    [Show full text]
  • Leidenstudies Inislamandsociety
    After Orientalism Leiden Studies in Islam and Society Editors Léon Buskens (Leiden University) Petra M. Sijpesteijn (Leiden University) Editorial Board Maurits Berger (Leiden University) – R. Michael Feener (National University of Singapore) – Nico Kaptein (Leiden University) Jan Michiel Otto (Leiden University) – David S. Powers (Cornell University) volume 2 The titles published in this series are listed at brill.com/lsis After Orientalism Critical Perspectives on Western Agency and Eastern Re-appropriations Edited by François Pouillon Jean-Claude Vatin leiden | boston Cover illustration: Osman Hamdi Bey [1842–1910], A Persian carpet dealer or Street scene in Constantinople, 1888. Oil on canvas, 60×119,5 cm. Copyright: bpk / Nationalgalerie, smb / Bernd Kuhnert. Library of Congress Cataloging-in-Publication Data Colloque "L'orientalisme et après? - Méditations, appropriations, contestations" (2011 : Paris, France) After orientalism : critical perspectives on western agency and eastern re-appropriations / edited by Francois Pouillon, Jean-Claude Vatin. pages cm. – (Leiden studies in Islam and society ; v. 2) Original French title: Après l'orientalisme : l'Orient créé par l'Orient. Includes index. Translated from French. ISBN 978-90-04-28252-0 (pbk. : alk. paper) – ISBN 978-90-04-28253-7 (e-book) 1. Orientalism–Congresses. 2. East and West–Congresses. 3. Middle East–Civilization–Congresses. I. Pouillon, Francois. II. Vatin, Jean-Claude. III. Title. DS61.85.C6513 2011 303.48'2182105–dc23 2014034595 This publication has been typeset in the multilingual “Brill” typeface. With over 5,100 characters covering Latin, ipa, Greek, and Cyrillic, this typeface is especially suitable for use in the humanities. For more information, please see www.brill.com/brill-typeface.
    [Show full text]
  • Crania Japonica: Ethnographic Portraiture, Scientific Discourse, and the Fashioning of Ainu/Japanese Colonial Identities
    Portland State University PDXScholar Dissertations and Theses Dissertations and Theses Fall 1-7-2020 Crania Japonica: Ethnographic Portraiture, Scientific Discourse, and the Fashioning of Ainu/Japanese Colonial Identities Jeffrey Braytenbah Portland State University Follow this and additional works at: https://pdxscholar.library.pdx.edu/open_access_etds Part of the Asian History Commons, and the Asian Studies Commons Let us know how access to this document benefits ou.y Recommended Citation Braytenbah, Jeffrey, "Crania Japonica: Ethnographic Portraiture, Scientific Discourse, and the ashioningF of Ainu/Japanese Colonial Identities" (2020). Dissertations and Theses. Paper 5356. https://doi.org/10.15760/etd.7229 This Thesis is brought to you for free and open access. It has been accepted for inclusion in Dissertations and Theses by an authorized administrator of PDXScholar. Please contact us if we can make this document more accessible: [email protected]. Crania Japonica: Ethnographic Portraiture, Scientific Discourse, and the Fashioning of Ainu/Japanese Colonial Identities by Jeff Braytenbah A thesis submitted in partial fulfillment of the requirements for the degree of Master of Arts in History Thesis Committee: Kenneth J. Ruoff, Chair Laura Robson Jennifer Tappan Portland State University 2019 © 2019 Jeff Braytenbah Abstract Japan’s colonial activities on the island of Hokkaido were instrumental to the creation of modern Japanese national identity. Within this construction, the indigenous Ainu people came to be seen in dialectical opposition to the 'modern' and 'civilized' identity that Japanese colonial actors fashioned for themselves. This process was articulated through travel literature, ethnographic portraiture, and discourse in scientific racism which racialized perceived divisions between the Ainu and Japanese and contributed to the unmaking of the Ainu homeland: Ainu Mosir.
    [Show full text]
  • “Sinicization” – Bringing Religion Under Government Control in China
    USCCB Fact Sheet “Sinicization” – Bringing Religion Under Government Control in China Under the Chinese Communist Party (CCP), Chinese citi- at least five days every two months in order to assess zens have limited religious freedom. Article 36 of China’s each family’s ideological views and report on their reli- constitution grants citizens “freedom of religious belief” gious activities. for “normal religious activities” as long as the activities do not “disrupt public order, impair the health of citizens The severity of the ongoing abuses and the fact that or interfere with the educational system.” There is also a those detained include public intellectuals, prominent ban on religious organizations that are “subject to any doctors, professors, businessmen and other professionals foreign domination.” This latter provision has often been have prompted two dozen governments to express grave used to prosecute various religious groups and individual concerns. At the 2018 UN General Assembly, they called believers. for access to Xinjiang for the UN High Commissioner for Human Rights which the Chinese government denied. Since Xi Jinping was appointed CCP General Secretary/ President in 2013, religious persecution has intensified Other religions are impacted by the government’s under a government campaign for the “sinicization” of “sinicization” campaign including the estimated 12 million religion—an effort to have religions conform to govern- Catholics in China. For historical reasons, about 6 million ment-sanctioned interpretations of Chinese culture, thus Catholics are part of the state-sanctioned congregations bringing all religious groups under closer official control. led by bishops selected with the approval of the CCP. The Administrative Measures for Religious Groups that went others are members of the “underground” church who into effect February 2020 require that religious groups avoid “official” churches because they believe that legitimate obtain government permission for nearly every aspect of ecclesiastical authority can only be conferred by the Pope.
    [Show full text]
  • The Transition of Inner Asian Groups in the Central Plain During the Sixteen Kingdoms Period and Northern Dynasties
    University of Pennsylvania ScholarlyCommons Publicly Accessible Penn Dissertations 2018 Remaking Chineseness: The Transition Of Inner Asian Groups In The Central Plain During The Sixteen Kingdoms Period And Northern Dynasties Fangyi Cheng University of Pennsylvania, [email protected] Follow this and additional works at: https://repository.upenn.edu/edissertations Part of the Asian History Commons, and the Asian Studies Commons Recommended Citation Cheng, Fangyi, "Remaking Chineseness: The Transition Of Inner Asian Groups In The Central Plain During The Sixteen Kingdoms Period And Northern Dynasties" (2018). Publicly Accessible Penn Dissertations. 2781. https://repository.upenn.edu/edissertations/2781 This paper is posted at ScholarlyCommons. https://repository.upenn.edu/edissertations/2781 For more information, please contact [email protected]. Remaking Chineseness: The Transition Of Inner Asian Groups In The Central Plain During The Sixteen Kingdoms Period And Northern Dynasties Abstract This dissertation aims to examine the institutional transitions of the Inner Asian groups in the Central Plain during the Sixteen Kingdoms period and Northern Dynasties. Starting with an examination on the origin and development of Sinicization theory in the West and China, the first major chapter of this dissertation argues the Sinicization theory evolves in the intellectual history of modern times. This chapter, in one hand, offers a different explanation on the origin of the Sinicization theory in both China and the West, and their relationships. In the other hand, it incorporates Sinicization theory into the construction of the historical narrative of Chinese Nationality, and argues the theorization of Sinicization attempted by several scholars in the second half of 20th Century. The second and third major chapters build two case studies regarding the transition of the central and local institutions of the Inner Asian polities in the Central Plain, which are the succession system and the local administrative system.
    [Show full text]