This paper applies the key principles of mutuality, and knowledge categorization, along with Bernstein's notions of classification and framing of knowledge, to analyze the transition of Tibetan traditional knowledge into the modern university. This paper presents an action research along with an anecdotal reflection based on the author's personal experience gained through nine years of teaching and research. The author not only traces challenges and contradictions that he had encountered as a testimony, but also analyzes the published history of curriculum and institutional change at the Northwest University for Nationalities as a document analysis. The author has conducted informal interviews and formal dialogue with five former colleagues over the last two years. This paper comprises an introduction, a critical application of knowledge categorization, classification and framing of knowledge, an overview of the Northwest University for Nationalities, a critical personal experience, knowledge categorization, and China's minority universities, and a conclusion.