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Additional resources for ASIAN HIGHLANDS PERSPECTIVES Volume 21: Collected Papers
Hong Kong: Chinese University Press. Teng, X and L Hai. 2009. Chinese Ethnic Minorities and Bilingual Education: Progress and Problems in D Yang (ed) The China Educational Development Yearbook Volume 1. Boston: Brill, 111-122. Tsui, A and J Tollefson. 2007. Language, Policy, and Culture and Identity in Asian Contexts. Mahwah: New Jersey: Lawrence Erlbaum Associates, Publishers. Wan, M. 2004. Ethnic Diversity and Citizenship Education in The People's Republic of China in J Banks (ed) Diversity and Citizenship Education: Global Perspectives.
Stong skor villagers migrated from the Stong che region in present-day Khri ka County, which may explain the high percentage of Bon practitioners in the 'Brog ru Tribe, and shed light on religious and secular practices important to Stong skor villagers such as the making of rgyal bo, that are an important part of Lo sar practices in Khri ka (see 'Brug mo skyid et al. 2010:211-218). At the same time, it does not Tsha gsur is an "offering made by roasting [a] mixture of tsampa [rtsam pa] w[ith] the three whites [milk, butter, and yogurt] and three sweets [honey, sugar, and molasses]" (Pema Kunsang 2003:2189).
Qinghai Province Bureau of Statistics 2010. nid=774, accessed 24 October 2012. Ross, H. 2005. China Country Study. pdf, accessed 24 October 2012. 29 A Space for the Possible Sautman, B. 1999. Expanding Access to Higher Education for China’s National Minorities: Policies of Preferential Admissions in G. Postiglione (ed). China’s National Minority Education: Culture, Schooling, and Development. New York, NY: Routledge, 173-210. Stuart, K and Wang Shiyong. 2003. English Training Program for Tibetan Students.