Who Am I? Exploring the Role of Religious Beliefs in Shaping the Ethnic Identity of Tibetan Muslims: A Case Study in Hebalin, Lhasa, Tibet
Abstract
:1. Introduction: Who Are Tibetan Muslims?
1.1. Muslim Migration into Tibet: A Historic Perspective
1.1.1. Foreign Muslims Entering Tibet
1.1.2. Political Migration
1.2. Tibetan Muslims in Lhasa
2. Literature Review
3. Into the Field and Research Design
- Obtaining relevant materials from the Imam and the head of the mosque management committee and conducting interviews with the Imam, the committee chairman, and workgroup members;
- Administering questionnaires and conducting structured interviews with the local Tibetan Muslims;
- Interviews with the local Tibetan people and the immigrant Hui people;
- Understanding the local religious population and its distribution, the number of mosques, denominations, religious economy, and properties;
- Investigation into participation in local religious activities and religious education;
- Participating in local Muslim religious activities, such as attending the Friday prayers at the Lhasa Great Mosque twice.
4. Results and Discussion
4.1. Collective Memory and Self-Identity
4.2. Religious Beliefs and Ethnic Identity
4.2.1. Identification and Differentiation of Islamic Beliefs
“They show you favor by their beliefs in Islam. Say: ‘Do not show me favor with your beliefs in Islam; otherwise, Allah will guide you to show you favor in righteousness, if you are truthful.’”(49:17)
“It is unjust for you to turn your faces to the East or to the West. Righteousness is believing in Allah, in the Day of Judgement, in angels, in Holy Books, and in Prophets, and giving the beloved possessions to relatives, orphans, the poor, travelers, beggars, and redeeming slaves, as well as keeping worship, paying the Zakat, fulfilling the covenant, and enduring poverty, distress, and war; such people are indeed faithful; such people are indeed reverent.”(2:177)
4.2.2. Expression of Ethnic Identity in Islamic Rituals
“I wish to return two salat namaz on Eid al-Fitr, and I am only true to Allah and follow the Imam, Allahu Akbar!”7
4.2.3. Islamic Religious Education and the Formation of Ethnic Consciousness
“It is a tradition to require children to believe in Islam and to follow their parents. Children are asked to love the country and the religion; the children were sent to the mosque when they were young to recite the scriptures, to worship, and to not do bad things.”(Interviewee No. 017 in Hebalin, who is a Tibetan Muslim with a high school education)
“I have learned scriptures for twelve years, at first locally and later in India. I have learned scriptures with many imams, and what I learned are the doctrine and law of the Sunni sect, which belong to the Hanafi school.”(Interviewee No. 020 in Hebalin, who is a Tibetan Muslim with no formal schooling)
“I learned in Nepal for four years and then in India for two years. Most of our imams here have learned scriptures over in India.”(Interviewee No. 006 in Hebalin, who is a Tibetan Muslim with a middle school education)
4.3. Interactions Between Tibetan Muslims and Other Ethnic Groups in the Community
Q: How long have you been in the working group? How is the relationship between the Tibetan Muslims and the Tibetans here?A: The working group started after March 14. At first, members from the working group would say we were exceptionally good people when they mentioned Muslims here. Now there are more and more people from other places, and they confuse local Hui with migrant Hui and confuse Kaqi with Hui. It is true that those engaged in the opium and heroin business are mostly migrants, especially migrant Hui people, who have a particularly bad impact on our local Muslims, but there are still good people out there, mainly after the opening up. After March 14, the relationship became even worse, and the government authorities also did a lot of explaining. There was a lot of rumor-mongering during the March 14 incident, which had a particularly bad impact on us.(Interviewee No. 008 in Hebalin, who is a Tibetan Muslim with a middle school education)
4.4. Who Am I? Identity in Ethnic Interactions
4.5. Changes in Economic Factors in the Religious Identity of the Ethnic Group of Tibetan Muslims: From Industrial Monopoly to Civil Servants
5. Conclusions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Acknowledgments
Conflicts of Interest
Appendix A. Questionnaire for Tibetan Muslims in Hebalin, Lhasa, Tibet
1 | This refers to the fact that over the past decade, the Kaligang Tibetan Muslims have gradually abandoned their former Tibetan habits and culture and fully assimilated themselves into the Hui people. |
2 | The Qing dynasty’s military garrison system in Tibet began in the Kangxi period. In 1720, the Kangxi emperor sent troops into Tibet to expel the invading Junggar and ordered 1200 Yunnanese and Sichuan soldiers to be stationed in Tibet. In 1728 (the sixth year of the Yongzheng period), the Qing court ordered 2000 Sichuan and Shaanxi soldiers to be stationed in Tibet. See (Su 1996). |
3 | Neither War, Nor Peace; Nations and States; The Imperialist Reverlutionnaries; Natinasim, Nations, and Polities. |
4 | This figure is drawn based on the 2023 China standard map (as the base map provided within the GIS system). The author created it using the GIS system. |
5 | In this article, “Han Muslims” refers to Chinese Hui ethnicity in the traditional sense and is used in some locations in the article to distinguish this ethnicity from “Tibetan Muslims”. |
6 | The five pillars specifically refer to Salah (prayer), Zakat (almsgiving), Sawm (fasting), Shahada (profession of faith), and Hajj (pilgrimage), which are indispensable for most of the followers of Islam. |
7 | This was obtained from the interviewees. |
8 | The Tibetan Muslims in the Hebalin area have been orthodox Sunnis from the beginning without sectarian distinctions, and their large Amal events include the Mawlid al-Nabi. |
9 | In the early years of the establishment of the People’s Republic of China, the state organized a series of multidisciplinary surveys, collectively referred to as the “Ethnic Survey” (民族大调查). These included the Central Visiting Group Survey (1951–1952), the Social and Historical Survey of Ethnic Minorities (1956–1964), the Ethnic Minority Identification Survey (1950–1964, 1978–1990), and the Ethnic Minority Language Survey (1950–1955, 1956–1965). The research on the Ethnic Survey roughly went through three stages: (1) Establishment and development of the political paradigm interpretation model: As a government initiative, the state’s affirmative stance on the Ethnic Survey has always been dominant. This includes the establishment of interpretive frameworks in the 1950s and further optimization in the 1980s. Almost all related research and commentary have been positively framed and praised. (2) Partial breakthroughs and revisions of the paradigm interpretation model: In the 1980s, there emerged academic summaries and reflections that sought to break free from political implications. Early on, scholars like Xiaotong Fei (1980) provided rather severe yet fair critiques of the Ethnic Survey. While affirming the achievements and significance of the survey, they also pointed out the limitations influenced by the era. Subsequently, the academic community engaged in heated discussions and even intense debates about the survey, reflecting clashes of different disciplinary paradigms and academic communities. With increased attention and investment in the history of the discipline, important anthropologists and ethnologists in mainland China have frequently discussed this topic in their works. Scholars like Jianmin Wang (2000) and Rong Ma (2012) systematically described the entire survey process, emphasizing that when studying the development history of the discipline, it is essential to connect it with the social, political, and economic development of various eras. Although most research during this stage used history as a thread, the historical stages were often isolated and disconnected, paying little attention to the academic inheritance of the various surveys. (3) Deconstruction of the Paradigm Interpretation Model: Since the 1990s, a series of Western studies have emerged, including works by Dru C. Gladney (1991, 2004), Steven Harrell (2000), Sydney D. White (2010), Katherine Palmer Kaup (2000), and Thomas S. Mullaney (2010). These scholars have each conducted their own elucidation of ethnic definitions and foundational theories of ethnicity. Drawing upon their fieldwork on specific ethnic groups in China, they have explored the political context, scientific rationale, and social consequences of the Ethnic Survey, offering insights and comparative significance. However, the deconstruction of the existing political paradigmatic interpretation is, in essence, a process of “re-orientalism”. Their discourses only encompass the identification of ethnic minorities after 1949, omitting the political recognition demands of ethnic minorities prior to 1949 in response to the construction of the Republic of China. They only discuss the shaping of China’s ethnic landscape by the state’s ethnic policies (the rise and fall of the proportion of minority populations in the total population, etc.), neglecting the formulation and adjustment of national ethnic policies driven by the rights claims of ethnic minorities themselves. They only consider the mainstream population’s affirmation and construction of their identity through exoticization or “internal orientalization” of minority cultures, disregarding the ethnic minorities’ own emphasis on cultural differences or “self-orientalization” to advocate for special political arrangements from the state. |
10 | Ethnic equality, ethnic unity, and the common prosperity and progress of all ethnic groups are the basic policies and principles for China in handling ethnic relations. Ethnic equality: This refers to the fact that all ethnic groups enjoy equal rights and obligations before the law. No ethnic group enjoys special privileges, and no ethnic group is subject to discrimination. Ethnic unity: This emphasizes mutual respect, mutual support, and mutual assistance among different ethnic groups, collectively maintaining national unity and social stability. The common prosperity and progress of all ethnic groups: This means that the state aims to promote the development of various aspects such as the economy, culture, and education among all ethnic groups, ensuring that all ethnic groups can share the benefits of national development and achieve common prosperity. |
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Do You Know Your Ethnic Origin? | Percentage of Population (Hebalin) |
---|---|
Former Tibetans later converted to Islam | 37.3% |
Hui people from the beginning, but can speak Tibetan | 17.7% |
Both of the above apply | 26.3% |
Not sure | 18.7% |
Do You Think You Are the Same as the Hui People in Inland China? | Percentage of Population (Hebalin) |
---|---|
Exactly the same | 12.0% |
Essentially the same, with little difference | 56.0% |
The difference is large | 23.0% |
Not sure | 9.0% |
What Ethnical Identity Do You Think You Are Now? | Percentage of Population (Hebalin) |
---|---|
The same Hui as those in inland China | 9.7% |
Hui, but different from those in inland China | 7.0% |
Tibetans who believe in Islam | 45.3% |
Muslim | 38.0% |
How Often Do You Worship? | Percentage of Population (Hebalin) |
---|---|
Every day | 65.0% |
Only at Jummah | 29.0% |
Only at grand rites | 4.0% |
Essentially never | 2.0% |
How Much Do You Fast in Ramadan? | Percentage of Population (Hebalin) |
---|---|
Fasting for the whole month | 68.6% |
Fasting for most of the month | 20.7% |
Rarely fasting | 10.7% |
Never fasting | 0.0% |
How Often Do You and Your Family Pay Zakat? | Percentage of Population (Hebalin) |
---|---|
Every year | 64.0% |
Sometimes | 20.7% |
Never | 9.0% |
Not sure | 6.3% |
How Important Do You Think It Is to Learn Scripture in Mosques? | Percentage of Population (Hebalin) |
---|---|
Very important | 60.0% |
Relatively important | 32.4% |
Fairly important | 5.9% |
Not important | 1.7% |
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Wang, S. Who Am I? Exploring the Role of Religious Beliefs in Shaping the Ethnic Identity of Tibetan Muslims: A Case Study in Hebalin, Lhasa, Tibet. Religions 2024, 15, 1351. https://doi.org/10.3390/rel15111351
Wang S. Who Am I? Exploring the Role of Religious Beliefs in Shaping the Ethnic Identity of Tibetan Muslims: A Case Study in Hebalin, Lhasa, Tibet. Religions. 2024; 15(11):1351. https://doi.org/10.3390/rel15111351
Chicago/Turabian StyleWang, Siyi. 2024. "Who Am I? Exploring the Role of Religious Beliefs in Shaping the Ethnic Identity of Tibetan Muslims: A Case Study in Hebalin, Lhasa, Tibet" Religions 15, no. 11: 1351. https://doi.org/10.3390/rel15111351
APA StyleWang, S. (2024). Who Am I? Exploring the Role of Religious Beliefs in Shaping the Ethnic Identity of Tibetan Muslims: A Case Study in Hebalin, Lhasa, Tibet. Religions, 15(11), 1351. https://doi.org/10.3390/rel15111351