wsenlin419-maker

{
  "project-minority": {
    "tag": { "en": "EDUCATION POLICY & IDENTITY", "zh": "教育政策与身份认同" },
    "title": { "en": "Crossing Language Borders: China's Minority Preparatory Education Policy and Identity", "zh": "跨越语言边界：中国少数民族预科教育政策与身份认同" },
    "author": { "en": "Senlin Wang", "zh": "王森林" },
    "affiliation": { "en": "Qingdao University", "zh": "青岛大学" },
    "body": {
      "en": "<h3>Research Question</h3><p>How do macro-educational interventions, specifically preparatory programs, impact the micro-level identity negotiation of Tibetan and Uyghur students?</p><h3>Methodology</h3><p>This study employs an ethnographic approach and in-depth sociolinguistic interviews across two distinct institutional environments to observe the \"hidden curriculum.\"</p><h3>Core Insight</h3><p>The 'liminal space' of preparatory education often acts as a site of <em>subtractive bilingualism</em>, where language anxiety exacerbates social isolation. <strong>This suggests that</strong> true educational equity requires a paradig