UN Human Rights Experts’ Communication to China on Forced Cultural Assimilation in Tibet

The Tibetan Centre for Human Rights and Democracy (TCHRD) welcomes the letter sent to China by four UN human rights experts urging Chinese authorities to clarify how the recent developments in Tibet regarding oppressive laws, policies and practices on education, language and religion are compatible with China’s obligations under the international human rights laws and standards.

On 11 November 2022, the UN Special Rapporteurs on minority issues, cultural rights, education, and freedom of religion or belief in their joint communication to China expressed concerns over “what appears to amount to a policy of acculturation and assimilation of the Tibetan culture into the dominant Han Chinese majority, through a series of oppressive actions against Tibetan educational, religious and linguistic institutions, in contradiction with the right to freedom of religion and belief, the right to education and cultural rights of the Tibetan people.”

In May 2022, a special report, ‘Sucked Our Marrow: Tibetan Language and Education Rights under Xi Jinping’, published by TCHRD revealed how a decade of Xi Jinping’s forced cultural assimilation policy has wrought devastating consequences on education and language rights in Tibet. In September, a TCHRD delegation to the 51st UN Human Rights Council session held meetings with relevant UN Special Procedure mandate holders and human rights officers at the Office of the High Commissioner for Human Rights, in addition to submitting copies of the abovementioned report.

The Special Rapporteurs’ latest communication to China is notable for highlighting the most recent issues and developments regarding the Tibetan language, culture and education and the situation of those who defend them. Below are selected texts from the letter that echo similar concerns contained in the TCHRD report:

The state dominant concept of ‘nation’ or minzu, the core of China’s current ‘second-generation ethnic policy’ (ronghe), regards all national, ethnic, linguistic and religious groups as secondary and subordinate to the state.^[i]

It is alleged that the Sinicization policy is to homogenize all minorities and communities into the dominant Han-Chinese fold.^[ii]

It is alleged that the Chinese ‘Second Generation Ethnic Policy’ was designed to reverse seven decades of granting autonomous self- governance powers to minority-populated regions with the view to assimilate ethnic and linguistic minorities of China.^[iii]

It is further reported that a 12-point guide on ‘Strengthening and Improving Ethnic Work’ presented in August 2021 called for unification of all ethnic groups in ideals, beliefs, emotions, and cultures, and for all minority groups to modernize their ideas, spiritual tastes and lifestyles. With no practical legal safeguards to protect the cultures and languages of minority groups and systemic discrimination in place for non-Han minorities, there is fear that ethnic-mingling in the current situation can only result in the absorption of minorities into the Chinese Han majority.^[iv]

In the Tibet Autonomous Region, Putonghua was made the medium of instruction from the primary level in the late 1990s. By 2007, Putonghua was reportedly the medium of instruction in as much as 95 percent of all primary schools and most middle schools, and by 2018, in all rural primary schools. It is further reported that in recent years, other Tibetan areas, especially Qinghai Province, have had more Tibetan medium schools converted to Putonghua. In 2017, local authorities introduced plans for Putonghua medium education in Tsolo (Ch: Hainan) Tibetan Autonomous Prefecture. Schools in Golok (Ch: Guoluo) Tibetan Autonomous Prefecture were ordered to adopt Putonghua medium instruction in the 2019-2020 school year. Putonghua has also long replaced Tibetan as the medium of instruction in all schools in Yushu Tibetan Autonomous Prefecture.^[v]

Since 2020, Chinese authorities in Tibetan and Inner Mongolian areas have implemented the unified Putonghua textbook system, making Putonghua medium education mandatory in schools at all levels and grades. Both state and private schools are required to adopt the new textbooks. This has led to the end of almost four decades of the unified Tibetan textbook system known as “The Five Tibetan Provinces and Region Textbook Coordination Group”, established in 1982 by the State Education Commission and the State Ethnic Affairs Commission, with the objective to develop unified Tibetan educational materials for use in primary and secondary schools throughout all Tibetan areas.^[vi]

The ‘first national language conference of the new era’ held in Beijing in October 2020 solidified the superior status of Putonghua as “the national standard spoken and written language” in Chinese policies and practices. The conference reportedly supported a series of measures leading to the forced assimilation of minorities, including forced enrolment of Tibetan children in schools not based on Tibetan language and/or culture, restriction on Tibetan language instruction in both secular and monastic institutions, and excessive state involvement in preschool education. It is further alleged that the Chinese authorities have clearly indicated that the autonomous powers granted to minority nationalities to use and develop their languages in the country’s constitution are subordinate to the policy of promoting Putonghua.^[vii]

Since 2011 Chinese authorities have increased spending on preschool education facilities, particularly in remote nomadic and farming communities in Tibet Autonomous Region and other Tibetan areas. It is reported that Putonghua is the medium of instruction in all such preschools, despite claims of the Chinese authorities that the educational instruction is carried out in bilingual (Tibetan- Putonghua) settings.

In July 2021, the General Office of the Ministry of Education issued the “Implementation of the ‘Children’s Homophony’ Plan for Putonghua Education for Preschool Children”. The plan mandates that by the fall semester of 2021, all kindergartens in minority and rural areas must use Putonghua as the medium of instruction, and teachers must undergo Putonghua training.^[viii]

Over the past period, six known Tibetan primary schools have reportedly been closed in the villages of Gemang, Bumser, Troshul, Asey, Warong, and Tharshul. Some local Tibetans have submitted petitions against the order, citing that those schools are the only available means of Tibetan medium education in the remote nomadic region, but there are fears that the petitions will have little effect and that the authorities have decided not only to close all private schools, but also to demolish the school buildings.^[ix]

On 8 July 2021, Sengdruk Taktse Middle School officially announced its closure at its annual graduation ceremony in Darlag County in Golok (Ch: Guoluo) Tibetan Autonomous Prefecture. The school, which had been established with state approval and patronage, was closed by state order, even though no law had been violated. The PRC’s Private Education Promotion Law provides that if a private school has not violated any laws, its permit must be extended.

At its closure, this semi-private school had about 300 students and 40 staff members, including two Chinese teachers (semi-private schools are partially- funded by the state and are obliged to send their students to state schools for higher education).^[x]

The closure of the school was a huge loss to all, as the school with its highly dedicated teachers had produced students who were well-versed in Tibetan cultural education. Further concerns were expressed that the Tibetan students will face additional challenges because they must now follow the standard Putonghua curriculum and clear tests in Mandarin Chinese to survive.^[xi]

After the Sengdruk Taktse school closure, its students were enrolled in government-built boarding schools under the ‘compulsory education curriculum’ with instruction in Putonghua. The students were allegedly told that “they had been receiving the wrong education and needed to be re-educated”. Several students have reportedly left school in the following months.

Six other Tibetan private schools in Golok were apparently on the radar during the closure of Sengdruk Taktse. Some of the notable schools in Golok that could be at risk are Ragya Sherig Norbu School, Machen Gangjong Rigzoe School, and Tsathang Girls School in Machen (Ch: Maqin) County; Minthang Chutruk Rigzoe School and Dorje Den Skills Training School in Chikdril (Ch: Jiuzhi) County; and Golok Tadrak School in Gadhe (Ch: Gande) County. All 40 teachers, including two Chinese teachers, of Sengdruk Taktse school, were reportedly given written instructions on the school’s closure and threatened with imprisonment if they shared the document with anyone. ^[xii]

All children in China above the age of 6 (or 7, in special circumstances) must enroll in government schools to undergo the nine-year ‘compulsory education’ curriculum. The nine-year period covers primary and junior secondary education, from ages 6 to 15. However, in the Tibet Autonomous Region, the ‘compulsory education’ curriculum was extended to 15 years of schooling and also covers preschool and senior higher secondary education, giving the state authorities absolute control over the education of minors at the expense of children and parental choice or preference.^[xiii]

Concerns were also reported in relation to the so-called ‘Double Reduction’ policy. On 24 July 2021, the Chinese authorities issued the “Opinions on Further Reducing the Burden of Homework and Off-Campus Training for Compulsory Education Students (‘Double Reduction’), which allegedly took immediate effect. The ‘Double Reduction’ policy claims to alleviate students’ homework load and the costs borne by parents by providing off-campus tutoring. The policy bans private tutoring companies or other entities such as private Tibetan culture schools and coaching classes from offering off-campus tutoring during weekends and holidays. Instead, students are encouraged to join government- built facilities on “sports training and extra-curricular activities’’ run in Putonghua.^[xiv]

Voluntary initiatives by monks, community leaders and teachers to teach Tibetan language and culture outside the state education system have allegedly been curtailed and suppressed.^[xv]

Since 2012, privately-run and funded schools offering classes on Tibetan language and culture for Tibetan children during winter breaks have reportedly come under pressure and are being closed at a quick pace. For example, Wonpo Language Protection Association, an initiative of the local Tibetan community in Wonpo County in Kardze Tibetan Autonomous Prefecture, was allegedly disbanded. Its members were barred from conducting winter classes and literacy drives. A mass detention of Tibetans in Dzachuka in August 2021 reportedly included the key members of the Wonpo Language Preservation Association.^[xvi]

Tibetan language learning is further disincentivized in Tibetan areas due to a combination of factors, including the fact that Tibetan language proficiency is not required in the job market or for public service examinations. Professions requiring Tibetan language proficiency, like teaching, translation, research, and television studio work, are few. Limited employability for the Tibetan language speakers allegedly has discouraged its learning and compelled parents to send their children to Chinese medium schools to secure their future. Chinese authorities use this factor to justify the closure of Tibetan medium schools. It is also reported that there is a lack of qualified Tibetan language teachers in Tibet in contrast to the abundance of Chinese and English teachers. ^[xvii]

The Tibetan monastic system is at the forefront of promoting Tibetan language and culture, and has come under severe pressure as part of the alleged governmentally run systematic campaign to sinicize the Tibetan education system. ^[xviii]It is reported that the Chinese authorities called Tibetan Buddhism to adapt to the socialist society and promote the Sinicization of Tibetan Buddhism, which requires the interpretation of core Buddhist teachings to promote socialist values and founding principles of the party.^[xix]

The Tibetan language in religious institutions is undermined by the requirement of an entirely Putonghua instruction for monks and nuns. All Buddhist colleges and relevant government agencies such as the United Front Work Department and Religious Affairs Bureau are required to promote Putonghua educational programs. In the last decade, Chinese authorities have established Buddhist colleges in Tibet Autonomous Region and other Tibetan areas to subvert the traditional Tibetan monastic education system and to produce politically reliable religious leaders.^[xx]

The Drango Monastic school was dismantled in November 2021, allegedly under the supervision of the Drango (Ch: Luhuo) County police and members of the Monastery Management Committee. Two weeks before the demolition, the abbot and treasurer of the monastery were arbitrarily detained. The monks and local Tibetans were forced to participate in the demolition. ​​The County government cited lack of proper documentation as the reason for the demolition, but local Tibetans believe it was a straightforward campaign to destroy the only school in the county that preserved the Tibetan language, culture and religion. The school’s demolition has left the former teachers unemployed and the former students have been prevented from enrolling in other educational institutions.^[xxi]

Endnotes:

^[i] Tibetan Centre for Human Rights and Democracy. “Sucked Our Marrow: Tibetan Language and Education Rights Under Xi Jinping.” 2022, p. 5.

^[ii]  Ibid.

^[iii] Tibetan Centre for Human Rights and Democracy. “Sucked Our Marrow: Tibetan Language and Education Rights Under Xi Jinping.” 2022, p.1.

^[iv] Tibetan Centre for Human Rights and Democracy. “Sucked Our Marrow: Tibetan Language and Education Rights Under Xi Jinping.” 2022, p.7.

^[v] Tibetan Centre for Human Rights and Democracy. “Sucked Our Marrow: Tibetan Language and Education Rights Under Xi Jinping.” 2022, p.9.

^[vi] Tibetan Centre for Human Rights and Democracy. “Sucked Our Marrow: Tibetan Language and Education Rights Under Xi Jinping.” 2022, p.8.

^[vii]Tibetan Centre for Human Rights and Democracy. “Sucked Our Marrow: Tibetan Language and Education Rights Under Xi Jinping.” 2022, p.11.

^[viii] Tibetan Centre for Human Rights and Democracy. “Sucked Our Marrow: Tibetan Language and Education Rights Under Xi Jinping.” 2022, p.12.

^[ix] Tibetan Centre for Human Rights and Democracy. “Sucked Our Marrow: Tibetan Language and Education Rights Under Xi Jinping.” 2022, p.15

^[x] Tibetan Centre for Human Rights and Democracy. “Sucked Our Marrow: Tibetan Language and Education Rights Under Xi Jinping.” 2022, p.23.

^[xi] Tibetan Centre for Human Rights and Democracy. “Sucked Our Marrow: Tibetan Language and Education Rights Under Xi Jinping.” 2022, p.25.

^[xii] Tibetan Centre for Human Rights and Democracy. “Sucked Our Marrow: Tibetan Language and Education Rights Under Xi Jinping.” 2022, p.26.

^[xiii] Tibetan Centre for Human Rights and Democracy. “Sucked Our Marrow: Tibetan Language and Education Rights Under Xi Jinping.” 2022, p.10.

^[xiv] Tibetan Centre for Human Rights and Democracy. “Sucked Our Marrow: Tibetan Language and Education Rights Under Xi Jinping.” 2022, p.20.

^[xv] Tibetan Centre for Human Rights and Democracy. “Sucked Our Marrow: Tibetan Language and Education Rights Under Xi Jinping.” 2022, p.6.

^[xvi] Tibetan Centre for Human Rights and Democracy. “Sucked Our Marrow: Tibetan Language and Education Rights Under Xi Jinping.” 2022, p.10.

^[xvii] Tibetan Centre for Human Rights and Democracy. “Sucked Our Marrow: Tibetan Language and Education Rights Under Xi Jinping.” 2022, p.6.

^[xviii] Tibetan Centre for Human Rights and Democracy. “Sucked Our Marrow: Tibetan Language and Education Rights Under Xi Jinping.” 2022, p.12.

^[xix] Tibetan Centre for Human Rights and Democracy. “Sucked Our Marrow: Tibetan Language and Education Rights Under Xi Jinping.” 2022, p.7.

^[xx] Tibetan Centre for Human Rights and Democracy. “Sucked Our Marrow: Tibetan Language and Education Rights Under Xi Jinping.” 2022, p.13.

^[xxi] Tibetan Centre for Human Rights and Democracy. “Sucked Our Marrow: Tibetan Language and Education Rights Under Xi Jinping.” 2022, p.14.