Since the 1990s, languages, cultures and educations of ethnic minorities have been changing rapidly in China with the development of market economy. In this paper, I try to clarify a part of the transfiuration of the society in the minority region investigating some cases of the ethnic Mongols in Inner Mongolia Autonomous Region, especially on the point of language and education.

　In Inner Mongolia, most of the Mongolian have been living in rural areas. However, the Mongolian moving to city area has been increasing with the development of market economic. Academic background has become to be considered as the important cultural capital, and the school enrollment ratio of the Mongolian has improved. Moreover, the Chinese language usage has risen in the ordinary life of the Mongolian, as well as in the market. On the other hand, the practicality of Mongolian language has diminished, and the number of students studied with Mongolian language has been decreasing sharply in Mongolian.

　This paper uses the data of interview investigation that executed in Khorchin District, Tongliao City, Inner Mongolia Autonomous Region, to approach the problem from the viewpoint of qualitative grasp on the life realities and the educational strategies. The results of this analysis are as follows. (1) The educational strategies of ethnic Mongols various very much in the Area and Stratification.(2)The increase of the ratio of Chinese language education in ethnic Mongols resulted from the expansion of economic disparity which has come from the difference among areas (urban and rural), and occupational stratifications, rather than language selection.(3) The education disparity are growing not only between the Chinese languages’ schools and the Mongolian languages’ schools, but also among each languages’ schools.(4) Unlike literary, oral Mongolian language has inherited in Some Mongolian families across the Areas and Stratifications.

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The purpose of this paper is to clarify how the Chinese government promotes and displays the Mu Palace as a tourist spot. The palace is located in the old town of Lijiang, which has been registered as a UNESCO World Cultural Heritage site.
Section I examines the situation after the Ming period when the Mu Palace was constructed, and clarifies the historical transition occurring during this period by using such historical sources as the Qianlong Lijiang Fu Zhi Lue (乾隆『麗江府志略』) and the Guangxu Lijiang Fu Zhi Gao (光緒『麗江府志稿』), the records of some surveys conducted in the modern period, and related documents. In section Ⅱ, I analyze perceptions recorded by Huang Naizhen(黄乃鎮), who was the contemporary chief of the Lijiang prefecture cultural department and supervised the reconstruction of the Mu Palace from the planning stage to its eventual completion. I show what conceptions he had for the reconstruction. Moreover, I compare the historical fact that Mu native chieftains expanded their influence during the Ming period with the results of my on-site surveys in July 2009 and Ming sources such as the Mushi Huangpu (『木氏宦譜』) and the Huang Ming Enlun Lu (『皇明恩綸録』), in order to analyze how the present Mu Palace was reconstructed. Section 3 examines how the government displays the present Mu Palace to tourists through an analysis of the descriptions in academic papers, the People’s Daily Online and other government websites.
From the above, it is clear that the rebuilding of the Mu Palace cannot be regarded as the reconstruction of a historical heritage site. In my opinion, the reconstruction can be considered as a ‘theme park’, which shows affinity with Chinese dynasties and demonstrates the historical legitimacy of the People’s Republic of China rule in this region. I cannot verify the proposition that the Naxi people, including the Mu native officials, had any affinity with Chinese dynasties. However, what I found was a strong desire on the part of the government to portray the Mu chieftains as being close to the Chinese dynasties. The reason for the Chinese government taking such an arbitrary attitude is that many elements of the history of the Mu family in the Ming period and the background to the construction of the Mu Palace do not demonstrate any affinity with a Chinese dynasty.This cannot necessarily be regarded as the ‘formula’ of the native official.
From the viewpoint of China’s policy on minorities, however, I think that it is much more natural to develop Han cultural heritages that already exist in Lijiang rather than to undertake ‘creation’ projects such as the one outlined above. On the other hand, from the viewpoint of developing the tourist industry, the cultures of minority people are valuable resources, and their development can contribute to local development. That is to say, this case illustrates the competition between nation-state building and market economy principles as regards cultural heritage sites in China.

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Is it possible to realize multiculturalism, especially corporate pluralism? Is it possible to achieve social integration through multicultural education?
First this study tries to show that China's multiculturalism is located in corporate pluralism through a macro-level case study. Then, on the micro-level, using survey data from the questionnaires given to Tibetan junior high school students, this study analyzes the influence of bilingual education on the social identities of students. In this case, bilingual education is viewed as the key factor of multicultural education based in corporate pluralism.
Conclusions derived from this study are summarized as follows:
a) For those who have been taught in the Chinese language from elementary school through junior high school, a tendency of assimilation has been observed. They seem to have little awareness of their ethnic heritage, and have more contact with others outside their ethnic group;
b) Those who have been taught in both their ethnic language and the Chinese language displayed consciousness of their ethnic identity as well as positive attitudes toward others outside their ethnic group. I identify these students as integrative types;
c) The students who have received education only in their ethnic language demonstrate strong ethnic identities and reject interaction with students outside their ethnic group.
This paper reveals that multiculturalism has different some influences on increasing assimilation, leading-to isolation and achieving integration along with different bilingual educational styles. Accordingly, the success or failure of multiculturalism depends on the different bilingual educational styles. From the findings, it is helpful in seeking for the coexistence of national cultures as well as in improving the social integration if the languages used in schools are adjusted according to different school-levels. Namely, in doing so, it will be possible to realize corporate pluralism which has been regarded as impossible up to now.

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