International Journal of Anthropology and Ethnology International Journal of

(2019) 3:7 Anthropology and Ethnology

https://doi.org/10.1186/s41257-019-0022-x
RESEARCH Open Access

Educational diversity and ethnic cultural heritage in

the process of globalization

Junhao Zhang

Received: 3 March 2019 / Accepted: 10 April 2019 /

© The Author(s). 2019 Open Access This article is distributed under the terms of the Creative
Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which
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indicate if changes were made.

Abstract The inheritance of ethnic cultures is an important subject in the field of

educational anthropology. As the most important conduit for the passing along of
ethnic cultures, education strongly impacts that inheritance. Today, however, the
rate of globalization is rapidly increasing. Whether in domestic or foreign
education, or whether for primary or higher education, increasingly severe
challenges in education are yielding profound changes. One of the most important
developments in education at the present time is the cultivation of diversity.
Increased diversity in education will have a profound impact on the inheritance of
ethnic cultures. In light of the current age and contemporary social changes, the
significance of the inheritance of ethnic cultures within the process of globalization
is magnified. The current work uses the characteristics of educational development
toward diversity to analyze the relationship between education and the inheritance
of ethnic cultures, and suggests necessary changes in education to promote that
inheritance.

Keywords Educational diversity · Ethnic cultures · Inheritance

Background

The inheritance of ethnic cultures in times of change

The definition of the simple word “culture” is quite complicated. In general, “cul-
ture” can be viewed as the collection of all the factors that give a society a unique

J. Zhang (*)
Center for Ethnic Studies, National Ethnic Affairs Commission of the Peoples’ Republic of China, A49
FuXingMenNei DaJie, XiCheng District, Beijing, China
e-mail: angelasun1@yeah.net
Page 2 of 10 J. Zhang

essence. Cultural anthropologists believe that culture is a complex that is formed of

the spiritual, material, intellectual and emotional characteristics that embody the
dynamics of a social group. Every culture will be a unique feature of a particular
human community and their way of thinking and organizing life. The World Cul-
tural Policy Conference, held in Mexico in 1982, pointed out that culture includes
not only art and literature, but also lifestyle, basic human rights, value systems, tra-
ditions, and beliefs. Cultural development always accompanies developments in
human history; human beings create and are molded by culture.
A wide variety of ethnic groups compose the human world. Each nation has cre-
ated a rich, unique ethnic culture throughout the course of its own development,
thereby contributing to a diverse global culture of all nations. If the world can be
compared to a colorful brocade, then each ethnic culture is one element of colorful
silk embroidery, a part of the overall pattern that still maintains its own unique
characteristics. As time has passed, cultural differences have become increasingly
respected, and people have gradually realized that every nation has the right and
obligation to develop its own culture. This diversity of culture enriches human life
and supports human development. American cultural anthropologist Ralph Linton
believes that a person who knows nothing about other cultures cannot truly under-
stand his or her own culture. Therefore, it is equally and vitally important for each
nation to understand both its own culture and other cultures (Linton 2007). With
the changes brought on by increasing globalization, the cultural contact between
countries has been gradually increasing. This dialogue between cultures is positive,
as it recognizes the value of each culture’s existence, and stems from a mutual ap-
preciation, a mutual respect and a mutual promotion of each culture. In the context
of globalization, the different varieties of cultural dialogue aid in the inheritance
and innovation of new cross-cultural knowledge, the promotion of understanding
between different ethnic cultures, and the development of friendly relations among
nations. However, people now worry that the rich and diverse culture of each eth-
nic group may be diluted in the torrent of global information. This worry is not
without reason as this dilution has begun to manifest itself in real life. In a world
where information flows freely, any culture can change rapidly, either leading to
enrichment or to crisis. Realistically, cultures, which are dynamic but fragile en-
tities, will obviously face challenges with regard to diversity as they become global
citizens. In contrast, a relatively closed living environment with no obvious exter-
nal influences will protect and develop the traditional culture of a given ethnic
group. This fact has been abundantly shown to be true.
The process of globalization is rapidly changing different regions, different eth-
nicities and different countries, and is strongly affecting traditional cultures. Many
countries currently face a dilemma concerning whether to open further to foreign
cultures, or to close themselves off in order to live and solve problems in a more
traditional manner. In this context of globalization, many countries are worried that
their cultures could decline or die, and they have thus adopted a conservative atti-
tude, trying to resist and eliminate the strongest influences through localization
movements. In this situation, the preservation and transmission of traditional ethnic
cultures is becoming an important proposition facing all ethnicities and countries.
Since the modernization process involves the conflict, integration and evolution of
International Journal of Anthropology and Ethnology (2019) 3:7 Page 3 of 10

traditions and modernity, some basic values of a traditional culture will not only be
able to serve as an important resource for social integration, cultural reconstruction,
civilization cultivation, and moral education, but will also have the potential to be-
come global, common values as the East and the West merge. Therefore, it is espe-
cially important to correctly treat the inheritance of ethnic cultures in the context of
globalization.
Indeed, cultural choices and cultural heritage yield a tremendously complex
process. A rational understanding and criticism of the traditional culture of a nation
serves as the starting point for handling traditional culture. Cultural anthropologists
maintain that ethnic traditional cultures are formed from the different levels of institu-
tional culture, conceptual culture, artifact culture, and folk culture. The important
functions of a traditional ethnic culture for a modernizing nation primarily include
guiding ethics and morals, forming cultural communities, and increasing ethnic cohe-
sion and the sense of identity. The traditional ethnic culture maintains the cultural and
ethical identity of the social community, its etiquette, and moral conscience, while in-
fluencing the direction of social development and the understanding of the meaning
of life (Vago 2007). Every ethnicity has its own customs, including traditional festi-
vals, etiquette for living, and art. The inheritance of traditional culture can compen-
sate for the alienation, spiritual and emotional loss, and psychological instability that
inevitably appear in the cultural identity of people undergoing modernization. Such
traditional cultures propagate the history of the civilization of a nation, yet, some eth-
nic cultures will have components that do not adapt to the flow of human progress
and possibly even hinder that progress. Passing along traditional culture is an import-
ant mission for a nation. Societal changes will have an impact on the traditional cul-
tures of a given nation, but, conversely, these changes give a deeper insight of the
significant role that traditional ethnic cultures play in human life.

Theoretical framework and research methods

This thesis uses the basic theories of ethnology and anthropology applied to literature
analysis as well as classroom and field surveys to discuss the interaction between edu-
cational diversity and ethnic cultural heritage during the era of globalization. By mak-
ing inter-ethnic comparisons and examining historic societal changes, this paper will
explain the significance of the inheritance of ethnic cultures and analyze the impact
of diversity in educational development on that inheritance. Based on these findings,
this work will end with measures that can be implemented in the field of education to
promote the inheritance of an ethnic culture.

Discussion

Development of educational diversity in the midst of social changes

With modern transformations and development, the openness and democratic na-
ture of society have been continuously enhanced and the connections between
Page 4 of 10 J. Zhang

various cultures have grown increasingly close. In an era of globalization, modern

society increasingly reflects diversity. This diversity is primarily manifested in the
diversification of ethnic, racial, cultural and lifestyle patterns. In terms of ethnic or
racial diversity, a typical example is the United States, which, as a major immigrant
destination, is gaining a distinct culture that accommodates different cultures and
ethnicities. Current estimates predict that, by 2030, 40% of the population of the
United States will be a minority. The United States is rapidly strengthening the di-
versity of its social identity (Chen Zhiyuan 2003). China is itself a multi-ethnic
country with a multi-ethnic culture spread throughout a vast territory. In addition,
with continuing reforms and increased openness, the exchanges between the Han
Chinese ethnic culture, minority domestic ethnic cultures, and foreign ethnic cul-
tures is increasing in frequency so that people now have access to more available
models for the course of their lives. The pathway through life is becoming increas-
ingly rich. In today’s pluralistic society, all groups display different attitudes and
requirements.
Human development tends towards diversity. On the one hand, diversity en-
riches human life and respects differences, balancing “harmony and difference.”
On the other hand, the pursuit of pluralism poses many challenges, and such a pur-
suit may become a threat to the unity of the nation. Due to the threats to identity
and loyalty as well to the complete union of state power and territory, a diverse so-
ciety will seek to establish and strengthen a common foundation for its civic
values. Multicultural scholars maintain that respecting pluralism in unity and estab-
lishing unity in pluralism must be the basic principle for developing a pluralistic
society (Kymlicka 2005). We need to establish a diverse society that is balanced
and coordinated. If self-definition is always found in distinction from others and if
problems are not seen from the perspectives of others, establishing and maintaining
social diversity will be challenging. In a diverse society, different cultures and na-
tions will be understood and respected, and each individual will have the opportun-
ity to create his or her own developmental path as long as it does not violate the
basic principles of diverse social development.
Inevitably, the changes in social life will be integrated into education. Education
itself is influenced by the diversity present in a society, and must adapt as that di-
versity morphs. Concurrently, changes in education will promote greater diversity
in society. Education and diversity are intertwined, each constantly affecting the
other. In this era of globalization, where economic and social exchange are becom-
ing increasingly common and connected and the characteristics of social diversity
are becoming increasingly pronounced, the features of a diverse education are be-
coming increasingly obvious.

The first feature is diversity in educational institutions

In Western countries, many famous universities were founded as private schools,

and the current trend reveals both public and private universities. Encouraged to
pursue educational diversity, developing countries such as China are gradually
transforming the pattern in which public schools are dominant. These countries are
encouraging the development of private schools, with even the very types of
International Journal of Anthropology and Ethnology (2019) 3:7 Page 5 of 10

colleges and universities being diversified into research universities, teaching uni-
versities, teaching and research universities, as well as being more stratified into
undergraduate, specialist and vocational colleges. Further, in pre-school, primary,
and secondary education, the current movement is toward diversity. In China, edu-
cational institutions aimed primarily at ethnic minorities form a distinct feature of
the Chinese education system. These distinctive educational institutions have be-
come an important mechanism for the inheritance of ethnic culture. At present, in
addition to the development of formal, traditional education, informal educational
institutions have emerged. Companies, enterprises, and individuals at various train-
ing institutions are becoming an educational force. Various interethnic cooperative
schools have received great attention and public focus. Indeed, even the number of
people involved in education has increased. Although the forms of educational in-
stitutions are changing, their function remains the same: the inheritance of know-
ledge. This inheritance of traditional knowledge both meets the common needs of
human beings and the differing needs of different groups.

The second feature is the diversification of the active members of education

The chief members involved in education primarily include teachers and students
in addition to administrative and support staff. Within a context of globalization,
the makeup of modern schools is becoming increasingly diverse, whether con-
sciously or unconsciously. Schools will intentionally choose to pursue diversity,
while an increase in members from different groups will unintentionally increase
diversity. Additionally, the diversification of subject material has become an im-
portant feature in modern education. This diversity is chiefly manifested in the rich
cultural backgrounds and ethnic origins of the main body. Today’s schools are
home to students and teachers from diverse ethnic, racial, economic, social, reli-
gious and cultural backgrounds. In the United States, following the Civil Rights
Movement of the 1960s, colleges and universities began to strive after the goal of
equal education regardless of ethnicity, race, class, gender, or religion. With current
developments, people increasingly recognize that the diversification of educational
subjects is conducive to achieving education goals at an institution. Increased di-
versity among teachers and students will allow the students greater access to differ-
ent ideas and experiences. This increase in cultural experience is connected with
skills related to social interaction (Chen Zhiyuan 2003). Students educated in a di-
verse environment can develop superior comprehensive abilities and skills, and
thus be more motivated and able to participate in the complex social life of the
future.

The third feature is the diversification of educational models

This era of globalization has yielded the rapid creation and widespread distribution
of knowledge. Rapid technological developments have revolutionized current edu-
cational models. Beyond the traditional school education model, modern students
have gradually accepted the concept of lifelong education, not seeing learning as
merely a classroom activity. Education rather has become the key to material
Page 6 of 10 J. Zhang

prosperity, social mobility, and the hope for a meaningful life. Modern people
choose different educational methods in order to achieve these goals. Using mod-
ern media technologies such as the internet, people are able to meet their learning
needs anytime, anywhere. Thus, now, formal education, adult education, vocational
and technical education, and independent education constitute the current learning
model. The development of the internet has enabled distance education, making
virtual schools an important educational tool. The diversity of educational methods
meets the different educational needs of contemporary society. These educational
models, such as online education, which are based on new technological advances,
are increasingly becoming a powerful support platform for the inheritance of ethnic
culture. In addition, understanding and paying attention to the cultural background
of students is becoming an important prerequisite for the development of educa-
tional models.

The fourth feature is the diversity of the educational environment

In contrast to traditional education, the environment in which modern education is

conducted has become increasingly diverse. Education faces increasingly powerful
challenges and pressures from a diverse society. Indeed, education itself no longer
resides in a relatively simple environment as in the past, and its internal factors are
growing more complicated. Therefore, the modern educational environment is di-
versifying, both internally and externally. As the demand for education changes,
education will be increasingly critiqued, forcing education itself to respond posi-
tively. In terms of Chinese minority education, the system must cope with its own
internal pressures, while simultaneously facing the challenges and pressures from
other domestic institutions of higher learning and the growth of interethnic higher
education. For the successful development of education, cooperation is needed to
improve the diversity of educational environments, to promote a healthy relation-
ship between a school and its surrounding community, to embrace communal re-
sponsibility for diversity, to reduce barriers to diversity within schools, to ensure
that school policies are consistent with the stated diversity goals, and to promote
connections and communication within and between schools. Modern schools must
serve a diverse society, including in cultural, economic, and ethnic terms. With the
current pressure of its own significance, education must be actively reformed to
adapt to the challenges of increasing social demands and limited resources.

The fifth feature is the diversification of educational methods

In light of contemporary diversity, traditional teaching and educational methods

have also changed. In schools of education, future teachers are trained in increas-
ingly diverse ways, and recognition is given to the wide diversity in student learn-
ing. Chinese education has traditionally been oriented around the teacher, who
wields absolute authority. Students are passively indoctrinated and rarely challenge
either teachers or textbooks. At present, this focus on the teacher is shifting to a
focus on the student. The student’s subjective state is valued, the student’s person-
ality is understood, and the student’s learning needs are recognized. Thus, an
International Journal of Anthropology and Ethnology (2019) 3:7 Page 7 of 10

interactive, heuristic teaching approach has gradually dominated the classroom.

With technological developments, modern educational methods greatly enrich
teaching techniques. With these new techniques, the teaching has become more
vivid and flexible. Students are not limited to acquiring knowledge in the class-
room, but, through online courses, students possess a greatly expanded space for
independent learning. Students and teachers can now communicate in person dir-
ectly, but also communicate more flexibly via the internet. Online courses have en-
abled more people to learn at the same time from the limited teaching resources
available. Educational methodology is also changing, as the traditional,
teacher-centered, centralized teaching model has been transformed into a decentra-
lized, student-oriented, open learning paradigm. Students are not limited to the
knowledge in a textbook, and the teaching methods of participation and practice
are increasingly employed. The field survey method promoted in educational an-
thropology has great value in education about ethnic cultures.

The sixth feature is the diversity of educational knowledge

The era of globalization is a time of information proliferation and rapid changes in

knowledge. Rapid developments in science and technology have greatly enhanced
the transfer of information. Modern people face a torrent of information and know-
ledge that can be acquired from many channels every day. The knowledge required
in modern education has become more diverse. The nomenclature of school sub-
jects is becoming greatly detailed, and the curriculum is broadening and diversify-
ing. Both the breadth and depth of the knowledge acquired by contemporary
students cannot be compared to past education. Yet, the knowledge gained in mod-
ern education is not sufficient to meet the requirements of this modern era of infor-
mation proliferation. Continuing, lifelong education has become the inevitable
choice. The mission of school education has shifted its aims to now help people
understand the basic subject material, to help people master some methods of learn-
ing, and to help people build a basic knowledge reserve. In modern, diverse soci-
eties with ever-closer connections between people, schools focus on the
cross-cultural education of their students in order to understand the experiences
and culture of their own and other ethnic groups.
Education aids in creating, preserving, disseminating and applying knowledge.
In the era of cultural diversity, education must seriously face concerns about the se-
lection and transmission of the key knowledge needed for human life, about the re-
quirements for intellectual diversity in education, about the rules concerning the
development and orientation of education itself, and about the effective promotion
of social progress.

The impact of educational diversity on the inheritance of ethnic culture

The specific concern of this paper is the manner in which specific educational insti-
tutions reflect diversity. For universities, the main concerns would relate to the for-
mulation of policies and systems that develop diversity, to the embodiment of fair
educational concepts, to the establishment of necessary and appropriate teaching
Page 8 of 10 J. Zhang

content, to the execution of effective teaching activities and focus, and to the re-
flection of cultural diversity on the campus. One important aspect of these concerns
is the methods whereby schools can provide equal educational opportunities for
disadvantaged groups and promote students’ understanding of ethnic cultures. In
developing educational diversity, ethnic cultural heritage should be considered as
an important piece.
As an important carrier of cultural inheritance, the influence of the development
of diversity in education upon the inheritance of an ethnic culture manifests itself
in two distinct but related aspects.

The danger of the marginalization of cultural heritage

The development of educational diversity is driven by the diverse needs of people,

while, at the same time, multiplies choices for people. The pressure of real life af-
fects the values that people hold. In the pursuit of a better quality of life, people
may consider methods to learn practical or pragmatic knowledge. With a market
economy, education, lost to the vortex of the market, rushed to offer practical
knowledge to ease the market pressure. Forced by the pressures of life and sur-
vival, people naturally choose “useful” knowledge. Education has had to respond
in kind, based on the concern of sustaining education in a market-oriented situ-
ation. Thus, for some time, the focus of attention has been placed on practical
knowledge. The humanities and ethnic or traditional knowledge consequently faces
the danger of marginalization. Whether in teaching content or activities, ethnic cul-
tural heritage has either not been valued, either simply viewed as an embellishment
or just ignored. In the mainstream educational context of China, teaching content
about ethnic cultures is either very shallow, or the scope is narrow or non-existent.
The cultivation of students’ cross-cultural understanding and communication skills
is still an important goal for education.
Of course, the danger of the marginalization of ethnic cultures is not only found
in formal education, but also in family and social education. The marginalization
of ethnic cultures may lead to a general ignorance of the traditional cultures of a
nation, and the ethnic cultures will eventually fade away due to sheer indifference.
The modern ignorance of ethnic cultures will eventually lead to an emptiness in
identity and spirit, thus will modern people lose themselves in this life. Concur-
rently, due to this ignorance of ethnic cultures, people will face one difficulty after
another, such as barriers to and misunderstandings of communication, discrimin-
ation, arrogance, and conflict.

Re-examination of the inheritance of ethnic cultures

The development of educational diversity, especially in the educational environ-

ment, is also causing people to re-examine the importance of ethnic culture. Educa-
tional anthropology observes the ethnic and cultural backgrounds of the main
members of education and the individualized development factors of the education
process. The relationship between educational achievement and cultural back-
ground, personality, and the educational environment has attracted attention.
International Journal of Anthropology and Ethnology (2019) 3:7 Page 9 of 10

Understanding factors such as the ethnic and cultural backgrounds of the parties in-
volved in education has become an important prerequisite for a successful education.
Therefore, understanding the shared cultural knowledge of various ethnic groups has
become an urgent necessity. Ralph Linton posits that, if human beings accumulate
knowledge of other societies and cultures, they can use these many presuppositions to
study personality and thus reach the deeper layers of personality. Individuals are all
carriers of a particular culture. Education based on understanding individual differ-
ences in personality can increase the respect for and inheritance of such cultures.
With an increasingly multi-ethnic character for the people involved in education,
ethnic groups have increasingly frequent contact and the links between people have
become increasingly close. In this interactive process, people find a lack of under-
standing of both themselves and other ethnic cultures, and the urgency of the need
for this knowledge to be clearly felt. Therefore, people started to understand again
the specific import of ethnic cultures when dealing with others. Initially, people
must understand and master their own cultural knowledge as an important basis for
self-identification within group communication. Conversely, people must also ur-
gently understand and master the cultural knowledge of others to have satisfactory
interactions and results. Multiculturalism is a present reality in all sectors of soci-
ety, whether in schools or companies or any other entity. Therefore, in this context,
people have regained a new appreciation for the importance of ethnic cultures, thus
contributing to the “cultural fever” that is erupting. The original, ecological, ethnic
culture is presently favored in China and the National Museum has held exhibitions
concerning this intangible cultural heritage, as traditional ethnic culture has become
a topic of great concern to people.

Conclusions

In the era of globalization, the diversification of education regarding the inheritance

of ethnic cultures appears to be a double-edged sword. Indeed, education cannot
simply be integrated into the market. Education serves society by providing prac-
tical knowledge and fostering talents while also leading and guiding society con-
cerning its values and worldview. With the inheritance of ethnic cultures,
education must have and adhere to its own mantra: inherit the tradition, adapt to
change, and lead the age.
The trend of diversification in education profoundly affects the inheritance of
traditional ethnic cultures. Under the influence of modern technology, the educa-
tional models, methods, means, and content have greatly changed. The traditions
of ethnic cultures can be transmitted at a faster rate, shared more broadly, and com-
municated with fuller content. Although social and educational diversity have af-
fected the inheritance of traditional ethnic cultures, they have also brought more
opportunities. The manner in which to seize these opportunities and powerfully
employ them for the inheritance of traditional cultures in the nation is the choice
facing the people. A variety of educational institutions, members, models, and
methods should all manifest positive changes for the promotion of ethnic cultural
heritage.
Page 10 of 10 J. Zhang

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The author read and approved the final manuscript.

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Not applicable.

Competing interests

I declare that I have no competing interests.

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