Abstract
Dervin and Yuan’s (2022) book Revitalizing interculturality in education: Chinese Minzu as a companion challenged the lack of diversity in the disciplinary field of Intercultural Communication Education (ICE) with a detailed exploration and discussion on Chinese Minzu and Minzu education from a “non-Western” approach. By utilizing a case study research design, the authors gave voices to the participants that provided detailed narratives of concepts and practices of Chinese Minzu education at Minzu University of China (MUC). The book explored how the notion of Minzu was deconstructed and prompted readers to reckon Minzu education as a “companion, complement, and alternative” to the knowledge of interculturality in education. It added value to the international scholarship on multicultural/intercultural education by offering insights to the views, theories, and practices of Minzu education.