This research seeks to unpack the mechanisms in China's knowledge regime that allow one agent (such as a think tank or academic) to prevail over others. Two academic cliques – one championing reform and the other representing the status quo – gradually came to the fore in this debate and competed to influence policy. Between 20, against the background of the Xinjiang ethnic unity education textbook reform (2009–2010), vigorous academic debate on China's ethnic policy reform took place.
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