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1、The Change in Ethnic Minority Affairs Policy in Taiwan and（Southwest Nationalities Research Academy，Southwest Universityfor Nationalities，Chengdu，610041，Sichuan，China）JOURNAL OF ETHNOLOGY，VOL. 7，NO.2，39-42，2016（CN51-1731/C， in Chinese）DOI：10.3969/j.issn.1674-9391.2016.02.05Abstract：Multiple ethnic m
2、inorities are distributed across ChinasTaiwan. After the “Nationalist Government” retreated fromthe mainland，the ethnic affairs policy of Taiwan experienced achange.This article provides a brief introduction to theevolution of the ethnic affairs policy in Taiwan.After the government of the Republic
3、of China retreatedfrom the mainland in 1949， Taiwan “authorities” kept theadministrative structure of the “Committee for Mongoliansand Tibetans” under the “Executive Branch”. Therepresentatives of different frontier ethnic groups， such asMongolian， Tibetan， Manchu， Hui， Uygur， and Kazak，were still i
4、ncluded in the “National Assembly” and“legislature” of Taiwan “authorities” ， and by so doingreflected the existence of these ethnic groups. However， theoriginal ethnic minorities in the Taiwan Island still kept theirearlier， complex of names. For instances， they were calledthe “gaoshanzu” （high mou
5、ntain ethnic groups） ， “shandishanbao” （mountain fellows in mountainous area） ， “pingdishanbao” （mountain fellows in the plains） ， “xian zhumin”（early residents） ， “tuzhu zu” （aborigines） ， or they werecalled by their original names directly.Since the 1970s and 1980s， the call to fight for the right
6、sof minorities （including ethnic minorities） was growingthroughout the world. The indigenous peoples of Taiwan， i.e.the ethnic minorities， started to seek their own rights， andaround 520，000 indigenous peoples expressed their demandsin various ways. The academic circles and representatives ofethnic
7、minorities in Taiwan also proposed to make somerevisions in the “Constitution” concerning ethnic regulations.These revisions involved the issue of positioning the names ofthe ethnic groups. Taiwan scholars had different suggestions onthis issue， including using the original ethnic names， or using“yu
8、anzhu min” （indigenous peoples） ， etc.The ethnic affairs policy makers in Taiwan at last chose tokeep up with the trend of the times， and established aninstitute whose function was to safeguard “the fourth world” ，i.e. the rights of indigenous peoples. In 1996， the Taiwan“legislature” approved the x
9、ingzhengyuan yuanzhuminweiyuanhui zuzhi tiaoli （Regulations of the Committee forIndigenous Peoples under the “Executive Branch” ， and thexingzhengyuan yuanzhumin weiyuanhui （ Committee forIndigenous Peoples under the “Executive Branch” ） wasformed formally in December of that year. Later， the namewa
10、s changed to xingzhengyuan yuanzhu minzu weiyuanhui（Committee for Indigenous Ethnic Groups under the“Executive Branch”） . The responsibility of the Committee forIndigenous Ethnic Groups included the task of recognizingaboriginal identity and indigenous peoples. Specifically， thismeant that once the
11、aboriginal people proposed that theybelonged to a separate indigenous people， the “council”would organize experts to confirm this identify. Of course， theresults had to be reported to the committee， and the finalapproval rights belonged to Taiwans “Executive Branch”. Themainland normally called the
12、indigenous ethnic minorities ofTaiwan gaoshanzu（high mountain ethnic groups） . However，academic circles have divided the gaoshanzu into nine branches.And the structure of identification made by mainland academiccircles differs somewhat from the new situation of the ethnicminorities in Taiwan. At pre
13、sent， 14 ethnic minority groupshave been identified in Taiwan by the “Committee forIndigenous Ethnic Peoples under Taiwans Executive Branch”.Concerning the affairs of the Indigenous Ethnic Peoples inTaiwan， higher education is of special concern because it isregarded as the key for the sustainable d
14、evelopment of theethnic people. After 1949， Taiwan “authorities” set up a“Frontier Education Division” under the “EducationMinistry”. The Mountain Fellows Education Committee wasestablished in 1988， and its name was changed to theIndigenous Peoples Education Committee in 1994. In the sameyear， A Fiv
15、e-Year Plan Outline of the Development andPromotion of Indigenous Peoples Education was set up， and itincluded a plan for building institutes for nationalities orcolleges of ethnic relations. In 1996， the Taiwan “EducationMinistry” organized a “ NationalConference for IndigenousPeoples Education” ，a
16、nd continued to discuss specific ways forthe implementation of higher education for the indigenouspeoples. In the late 1990s， the issue of opening highereducation to indigenous ethnic peoples produced heateddiscussion in Taiwan. Generally speaking， most peoplesupported building institutes for nation
17、alities. However， therewere two different ideas about how to do this： one suggestionwas to build separate schools， while the other suggestedbuilding a college for nationalities within a comprehensiveuniversity. Now， Taiwan chooses the latter one， i.e. buildingcolleges for nationalities within a comp
18、rehensive university.This was not only suitable for the reality of ethnic distribution inthe Island of Taiwan， but， it also avoided wasting resources.In summary， over time， the objectives of ethnic affairspolicy in Taiwan has changed. The affairs of indigenous peopleshas been put on the agenda. Only
19、 by depending on an orderlymanagement by a relevant institute， can the ethnic affairs bemanaged effectively， and the rights of indigenous people besafeguarded. In communication between the mainland andTaiwan， a mutual exchange of experiences on themanagement of ethnic issues could be a venue for fut
20、ureexchange.Key Words：Taiwan； ethnic affairs； administrativestructure； changeReferences：Xinhuawang. taiwan fangmian xiwang jiaqiang lianganshaoshu minzu shiwu jiaoliu （Taiwan Hopes to enhance theexchange of ethnic minority affairs between Taiwan andMainland）.（2013-03-11）2015-06-12.http：/ Jinsong.tai
21、wan sheli minzu xueyuan de kexingxingfenxi（Feasibility Analysis on the Establishment of Institutes forNationalities in Taiwan）.In Newsletter of Ethnic Studies（Taiwan） ， 1997 （3） .Zhao Jiawan.taiwan minzu yanjiugaisu（A General Introduction to Ethnic Studies in Taiwan） ，InJournal of Guangdong Universi
22、ty for Nationalities，1995（3）.An Explorationof the Impact of Liu Wenhuis “SanhuaPolicy” andits Influence on Education in the Yi AreaMa Linying（Southwest Nationalities Research Academy， SouthwestUniversity forNationalities，Chengdu，610041，Sichuan，China）JOURNAL OF ETHNOLOGY，VOL. 7，NO.2，43-48，2016（CN51-1
23、731/C， in Chinese）DOI：10.3969/j.issn.1674-9391.2016.02.06Abstract：When Liu Wenhui became the leader of the XikangProvincial Construction Committee in 1935， he immediatelyformulated a major plan concerning the management of Xikangprovince. His “Sanhua Policy”or“three-transformation policy”（dehuato in
24、fluence the Yi by virtue ，tonghua to assimilateand jinhuato evolve） ， was based on the situation of thefrontier area in the Ning region. It reflected especially hispolitical ideas and practical strategies for ruling the region byculture. However， with regard to the cause， process，content， and practi
25、ce of “Sanhua Policy” ， it can only befound in the publications of Ling Guangdian and Li Shian， twocapable oficials who were involved with handling “Yi affairs”during the Republican Era of China. They published severalarticles in Xinkang News sponsored by the Ningshu TunkengCommittee during the time
26、 1942 to 1944. They published， forexample， sanhua zhengce chanshu（An Explanation of theSanhua Policy） ， sanhua zhengce mantan（A Brief Discussion onthe Sanhua Policy） ，zaitan sanhua zhengce （AnotherDiscussion on the Sanhua Policy） ， and jiaoyu yu sanhuazhengce（Education and the Sanhua Policy）. Except
27、 for thesearticles， there has yet to be any academic research on thispolicy. Based on an examination of the literature， togetherwith interviews with people who experienced or observed thisperiod of history， this article presents the background andspecific content of the “Sanhua Policy” ， as well as
28、looks at itsinfluence on education in Liangshan. The purpose is tounderstand the reality regarding the fact that the governmentimplemented military means to suppress the Yi in Liangshan，and the lack of ethnic policy during the Republican Era of China ，and through this to provide some reflection on L
29、iu Wenhuisethnic policy regarding the Yi when he managed the Ning region.Some of his experience with training ethnic talents and cadrescan be still be absorbed in current work with ethnic people.I.The Background of the“Sanhua Policy”Before the implementation of the“Sanhua Policy” ， LiuWenhuis ideas
30、about“manageing Yi affairs”was still based onthe ningshu zhengge zhiyi fangan ji shishi buzou（The Formulaand Implementation Procedure for the Management of the Yi inthe Whole Region of Ning） which was implemented on July1st1937， and which advocated “eliminating the Yi， andpreventing future troubles；
31、 and assimilating the Yi and lettingthem support us”. However， the implementation proceduredepended on the use of force first， and then promotingvirtue”. The policy asserted that “the Yi are afraid of force，and have no virtuous character” . The way to“manage Yi affairs”followed the traditional strat
32、egy of “conquering andsuppressing by force” ，and，accordingly，he launched manymilitary attacks to suppress the Yi villagers. However， after heexperienced two successful attacks on the Yi of Sichuan andfour failed attacks on the Yi in Xikang region， he graduallystarted to think about his gains and los
33、ses，and asserted that itwas the time that the attitudes regarding the Yi “should notdepend on the force， but on the concept of virtuouscharacter” . So，he transformed the work of“Yi affairs”from“suppression” to “pacification”. Moreover， due to theinfluence of Li Zongrens“sanzi policy”or“three-self po
34、licy”（self-management， self-protection and self-sufficiency） inGuangxi province，he proposed the idea of the“Sanhua Policy”in 1941， then， gradually practiced and perfected it.II. The Specific Content ofthe “Sanhua Policy”During the process of implementing the “Sanhua Policy”in the Yi area of the Ning
35、 region， its specific content includedthe goal of “Sanhua” （the three-transformations） and“liubu” （six actions which should not be taken）.Firstly， “Sanhua” referred to “dehua （to influencethe Yi by virtue） ， tonghua （ to assimilate them） and jinhua（to evoluve） ” . Among these “dehua” was meant to ch
36、angethe old concept which considered that “the Yi should becontrolled by force because they have no virtuous character”.Moreover， it encouraged the government to understand fullythe reason why the Yi often killed the Han and robbed them oftheir goods it was because the rulers in different periods of
37、history always controlled the Yi by force and did not try anyother methods when managing the Yi. Therefore， the Yiregarded killing the Han as normal. Hence， “dehua” was away in which the government tried to influence the Yi throughvirtue， and to make them aware that killing and robbing wasnot a virt
38、uous action， revenge was illegal， and guided themto solve their conflicts in the court. In this way， thegovernment thus， tried to improve the ethnic relationsbetween the Yi and Han， and handle the problems of “Yiaffairs” in the Ning region. “Assimilation” was meant tochange the Yis language， script，
39、 and customs based on theprinciple of virtue. After the Yi had been assimilated accordingto the criterion of the Han， there would be no distinctionsbetween the Yi and Han， Even though there were still somedisputes， it would be easy to solve them because they werenot ethnic problems. “Evolution” mean
40、t that since the Yi andHan were already the same， and the Yi had already become anew member of the Chinese nation， in order to avoid negativeinfluence of the Yi societys development on the wholedevelopment process of Chinese nation， it was necessary forthe government to make series of plans for the
41、Yi to adapt tosocial change and development. In this way， the developmentof the Yi would be the same as that of the Han. Secondly，“liubu” （the six actions which should not be taken）referredto “not accepting a surrender fee； not accepting“first-meeting-gifts” ； not using weapons casually； notmaking e
42、nemies； keeping equality between the Yi and Han；and maintaining equality between the Black Yi and White Yi”.Among these six items，“not accepting a surrender fee； notaccepting first-meeting-gifts； and not using weapons casually”mainly targeted the measures taken by rulers in differentperiods of histo
43、ry when they ruled the Yi. The purpose of “notmaking enemies”was to avoid the fights between the differentfamily clans of the Yi， and encouraged Yi society to improvethe relationships among their social members. “Keepingequality between the Yi and Han” targeted the way formerrulers managed the Yi by
44、“conquering them by force first，andinfluencing them by virtuous character second” .“ Maintainingequality between the Black and White Yi” targeted theexistence of hierarchy in the Yi society， and encouraged the Yito eliminate the hierarchy which was based on the blood lines.In the view of Liu Wenhui，
45、the“Sanhua Policy”was not onlyuseful for the Yi in the Ning region， but other regions as well.He emphasized that this policy “cannot only be implementedin this place alone， but also is workable in other places”.Therefore，during his time of rule，the“Sanhua Policy”wasmore or less practiced in all the
46、regions of Ya，Kang and Ning ，and its significance was noticed especially in the field ofeducation.III. Analysis of the Influence of the “Sanhua Policy” onEthnic EducationActually，when Liu Wenhua became the president of theXikang Provincial Government and was developing the“Sanhua Policy” in 1939， he
47、 started to open schools “toinfluence the Yi by virtue” ， and practice his managementstrategy concerning the frontier people and military politics. Forinstance， he held “county magistrates training courses” ，“heads of township training courses” and “heads of securitytraining classs” for administrato
48、rs on different levels. Inaddition， beginning in 1940， he opened various trainingcourses for military officers on different levels in order topromote the idea of national government. During that period，many elites of the Yi， including Ling Guangdian， a tusi（native official） of the Yi， and Wang Jimin
49、， a White Yi，attended the “security officials training classes”. Liu Wenhuialso had the chance to come into contact with， andunderstand the situation of the Yi closely through these trainingcourses. He then established a “Frontier People TrainingInstitute” under the Xichang Tunkeng Committee. Since
50、1941，his most trusted personLing Guangdianwas appointed asthe educational director of the institute， and then Li Shian， aWhite Yi who was also trusted by him， was appointed as theeducational director.When Liu Wenhui was managing the Ning region， hismain idea was to promote Yi affairs through modern
51、education ，and the specific educational idea was to implement the“Sanhua Policy” ， including dehua， tonghua and jinhua. Theyear 1945 was a year when Liu Wenhuis implementation of the“Sanhua Policy” through education in the Ning region leptforward. Three modern schools and three social education site
52、sgradually became pilots. First， bianmin shiyan xuexiao （theExperimental School for Frontier People） was established inthe urban area of Xichang， and Liu Wenhui himself was thepresident of the school. Later， Liu Yuanxuan， his nephew，was appointed as the school president. Because the purpose ofestabl
53、ishing the school was to assimilate the Yi， except for afew Tibetan students， most of the students were children ofthe Yi. Later， based upon the former schools facilities andteachers，he established shengli dier bianjiang shifanxiao（theSecond Provincial Frontier Normal School，）and Liu Yuanxuanwas app
54、ointed as the president of the school. In addition to thecourses generally given in the normal school， it also offeredcourses which were useful to the Yi，including Yi language andliterature， frontier knowledge， simple knowledge ofmedicinal plants， livestock， forestry， horticulture， craftand producti
55、on，a brief introduction to weaving，construction，agricultural products production， and marketing， etc. Inaddition， 30 primary schools were successively opened for thefrontier people in the Yi area of the Ning region. All theseschools trained numerous Yi talented people who could speakChinese and writ
56、e Chinese characters， for example， WangZhengcai，Hong Jichuan， Ma Tongyu，and Pan Wenming. Theyall became important assistants and were the backbone of theChinese Communist Party when it conducted ethnic work in theYi area in the early years of the new China. Moreover， theFrontier Peoples Training Ins
57、titute of Xichang was transformedinto the Frontier Peoples Living Guidance Site. The new institutenot only kept its original function of providing temporaryaccommodation for the Yi who came from distant places toXichang for business， but it also became a governmentinstitute for the Yi， especially th
58、e heads of the Black Yi， tolearn and accept the governments ideas.IV. ConclusionDuring the Republican Era of China， although the startingpoint of Liu Wenhuis“Sanhua Policy”was not for the purposeof respecting the wishes of the ethnic minorities，at least itstarted to accept the idea that “the Yi also
59、 can have a virtuouscharacter” ， and that the “assimilation of the Yi could also behelpful for us”. Moreover， it also， to a certain degree，prevented the governments making the Yi surrender by force.For instance， the four military actions established for thepurpose of forcing the surrender of the Yi
60、in Xikang provincediffered from the situation in the past when policy advocated tokill all，burn everything，and rob them all. Instead，it allowedthe Yi to release，pay ransom，or become a hostage，and beeducated. Successively， the “Yi Hostage Institute” wastransformed into a modern education modelto forc
61、e thosehostages from the upper class Black Yi and some volunteersfrom the White Yi from Xichang and Mianning， to learn theritual and culture of the Han in school.Key Words：Republican Era of China； Sanhua Policy；exploration on the influenceReferences：Ma Linying. baisui rensheng chuankangshi： yizu laoren lishian kousu jilu （Old Yi People Li Shians Oral Record） ， Beijing：minzu chubanshe，2014.
