Cultural ecology and isomorphism applied to educational planning in China’s Inner Mongolia

Abstract

Purpose – Worldwide, dichotomies exist within macro- and micro-educational planning of systems of education. Inner Mongolia represents an interesting case in the sense that its educational system has been influenced by its historical and passive reliance on China’s political reforms and ongoing identity issues. The purpose of this paper is to discuss how cultural ecology and isomorphism can be compared and managed in the form of a dualism, involving complex organisational structures, operational procedures, and learning outcomes. These may be macro in focus but may also promote the development of social and cultural identity at micro levels. Emphasis is placed upon examining cultural ecology, a concept advocated by the cultural anthropologist, Roy Rappaport, but with concern for embracing indigenous knowledge as a complement to traditional educational attainment. Design/methodology/approach – This discussion further considers the feasibility and implementation of a rubric (the Denman-James Rubric (DJR)) that is a custom-tailored pilot project designed to visually demonstrate one’s mastery of creativity and communication, reflective thinking, and analytical and problem solving skills. A demonstration of the DJR is presented to highlight the progress made in its usage and utility in Inner Mongolia and elsewhere. Findings – A primary research goal is to investigate whether differing teaching and learning approaches and the use of alternative assessments over a period of time can promote, encourage, and empower students into taking greater ownership of their learning. Originality/value – This narrative is an original look at Inner Mongolia’s educational system and how it has been influenced by its historical and passive reliance on China’s political reforms and ongoing identity issues.