From Access to Quality: Migrant Children's Education in Urban China

Autor/inn/en	Liu, Jing; Jacob, W. James
Titel	From Access to Quality: Migrant Children's Education in Urban China
Quelle	In: Educational Research for Policy and Practice, 12 (2013) 3, S.177-191 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1570-2081
DOI	10.1007/s10671-012-9136-y
Schlagwörter	Foreign Countries; Migrant Children; Migrant Education; Urban Areas; Access to Education; Educational Quality; High School Students; Rural to Urban Migration; Rural Urban Differences; Parent Attitudes; Teacher Attitudes; Administrator Attitudes; Adjustment (to Environment); Educational Needs; Educational Policy; Partnerships in Education; China + Suchen Sie Ihr Suchwort? Ausland; Urban area; Stadtregion; Education; Access; Bildung; Zugang; Bildungszugang; Quality of education; Bildungsqualität; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Landflucht; Stadt-Land-Beziehung; Elternverhalten; Lehrerverhalten; Educational need; Bildungsbedarf; Politics of education; Bildungspolitik; Hochschulpartnerschaft
Abstract	An increasing number of migrant children are involved in public education due largely to the policy for migrant children education outlined by the Government of China from the late 1990s. In this article, we describe the unique and often difficult situation rural migrant children face after they enter urban public schools. Drawing from the Theory of Inclusive Education and data collected at two public junior high schools in Beijing, we provide an in-depth analysis on migrant children's education from their own viewpoint and from the perspectives of their parents, teachers, and school administrators. Our survey results identify the need for further adjustments of the existing education system which can help improve migrant children's education in China. Findings also highlight the dilemmas regarding how to best meet the needs for teachers, migrant parents, and migrant children who attend public schools. In order to provide a quality education for migrant children, we conclude by arguing that there must be a three-pronged partnership to best accommodate the unique education needs of migrant children in urban China. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10