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| 1 |
ID:
017808
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| Publication |
March 2000.
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| Description |
52-72
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| 2 |
ID:
127816
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| Publication |
2013.
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| Summary/Abstract |
A central question in the study of political development is how conflict between ethnic groups might be transcended. Findings from social psychology suggest that ethnically integrating institutions such as militaries or representative bodies may remove prejudices and exclusionary behavior that perpetuate interethnic animosity. Political scientists have tended to be skeptical, arguing that such processes may actually intensify or "freeze" conflicting ethnic identities. I use evidence from a hard case-military reform in the aftermath of a brutal, ethnically charged civil war in Burundi-to study this issue. At the macro level, the Burundian military undertook extensive quota-based integration that nonetheless resulted in a cohesive institution. A micro-level natural experiment, which produces quasirandom exposure to ethnic integration through the military retirement age, shows that exposure to ethnic integration decreases prejudicial behavior and is benign with respect to ethnic salience. Together, these results suggest promise in ethnic integration.
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| 3 |
ID:
023119
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| Publication |
Sept-Oct 2002.
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| Description |
21-32
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| 4 |
ID:
156611
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| Summary/Abstract |
The Xinjiang Class (Xinjiang neidi ban, or Xinjiangban) has far-reaching implications for Beijing's governance of ethnic minorities in Xinjiang. Existing literature has focused primarily on the Uyghur–Han dichotomy, with limited attention being paid to the actual multi-ethnic interactions that constitute the situated dynamics of policy implementation. Utilizing the notions of the space of prescription and the space of negotiation to develop an analytical framework, this paper argues that social relations in the Xinjiangban are ongoing constructions borne by everyday experiences of domination and negotiation, and that space is constitutive of this situated dynamic. Based on nearly four years of research at a Xinjiangban, we make a case for the fluidity and incoherence of the implementation of the Xinjiangban policy. Those who implement it at the school level produce a space of prescription that deploys specific spatial–temporal arrangements to manage expressions of ethnic identity. Driven by the need to achieve upward mobility, minority students are open-minded about the Han- and patriotism-centred education. However, they use innovative and improvised tactics to create spaces of negotiation to re-assert their ethnicities. In the Xinjiangban, minority students do comply with spaces of prescription, but they simultaneously keep their ethnic and religious practices alive.
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