Highlighting the experiences of ethnic minority students and educators, this book critically examines multicultural education and Minzu education in China.

Drawing from original qualitative and quantitative research, including comparative analysis with Finland, this book investigates how multiculturalism is conceptualized, implemented, and negotiated in Chinese educational institutions. It critically examines ethnic minority students' access to and participation in preparatory programs, their sense of inclusion and recognition, and the role of university educators in shaping Minzu identities through their pedagogical strategies, assumptions, and institutional practices.

This book argues that China's Minzu education system, rooted in Confucian and Marxist frameworks, can be enriched by integrating global multicultural education theories while respecting its socio-political uniqueness. It explores how historical legacies, political ideologies, and educational practices shape ethnic minority students' and university educators' experiences.

By critically evaluating how multicultural education is implemented and perceived, it challenges traditional understandings of Minzu and diversity in China and suggests more inclusive, critical approaches and actions to Minzu education. Ultimately, this book contributes a much-needed critical lens to the discourse on multicultural education in China, highlighting both systemic barriers and pathways for reform.