Cultural ecology or isomorphism? Possibilities and challenges for educational planning in Inner Mongolia

Abstract

Worldwide, dichotomies exist within macro- and micro-educational planning of education systems. 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. This narrative considers 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. This narrative further considers the feasibility and implementation of a rubric (the DJR) that is custom-tailored pilot project designed to visually demonstrate one's mastery of creativity and communication, reflective thinking, and critical and problem solving skills. A demonstration of the DJR will be shown to highlight the progress made in its usage and utility in Inner Mongolia and beyond. A primary research goal is to investigate whether differing teaching and learning approaches and the use of alternative assessments can promote, encourage, and empower students into taking greater ownership of their learning over time.