Bangsbo, E. (2008). Schooling for knowledge and cultural survival: Tibetan community schools in nomadic herding areas. Educational Review, 60(1), 69-84.
- “At the middle of the twentieth century, organized formal education in Tibet took place mainly in Buddhist monasteries and the few secular schools that existed were located in towns” (p. 70).
- “It was not until 1986 that nine years of schooling became compulsory in China (PRC)” (p. 71).
- “About 85% of the Tibetans live in rural areas where job opportunities in non-farm or non-pastoral labour are scares. A large part of the adult Tibetan population is illiterate and many Tibetan children do not attend school” (p. 71).
- “There follows a presentation of two such primary schools, both founded by Tibetan Buddhist lamas (sprulku), of which one Tibetan tulku is an elected member of the county religious committee” (p. 72).
- “The staff includes a devoted, by formally uneducated head teacher with several years of teaching experience from employment at the primary school in the nearby town” (p. 73).
- Bangsho (2008) found that many Tibetan parents avoid sending their children to public schools in order to keep children safe, as they don’t need to travel far away and be away from home for long periods. Also, parents want to avoid a “nationalistic school environment” in which the Chinese flag is raised each day. They would prefer for their own ….(p. 75).
- “Having a photograph of a local Buddhist lama would not be possible in a public school classroom” (p. 76).
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