Literaturnachweis - Detailanzeige
| Autor/in | Andreas, Joel |
|---|---|
| Titel | Levelling the little pagoda. The impact of college examinations, and their elimination, on rural education in China. |
| Quelle | In: Comparative education review, 48 (2004) 1, S. 1-47Infoseite zur Zeitschrift |
| Beigaben | Tabellen 6; Grafiken 2; Glossar |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0010-4086 |
| Schlagwörter | Erziehung; Mittelschule; Aufnahmeprüfung; Lerninhalt; Lernziel; Curriculum; Ländlicher Raum; Kulturrevolution; Berufsbildung; Hochschulzulassung; Hochschule; Auslese; China |
| Abstract | Former research argued "that attempts in agrarian countries to promote rural development by using schools to impart practical rural- oriented knowledge are doomed to fail because villagers invariably see schools mainly as a means to escape from rural life and get modern- sector urban jobs." The central premise of this argument is: "it is impossible to develop rural-oriented curricula parallel to an academic track that holds out the possibility of delivering much higher rewards." The educational reforms of the Chinese Cultural Revolution experimented with this issue. "Before 1966, children had competed in examinations to enter a hierarchy of increasingly selective college- preparatory schools, known in China as the little pagoda (xiao baota), which culminated in college entrance examinations. Then in 1966, the... little pagoda system was suddenly eliminated, and Chinese authorities declared their intention to massively expand rural education and develop rural-oriented curricula." This reform had disappointing results, and so "after the death of Mao Zedong in 1976, the new Chinese leadership denounced Cultural Revolution education policies for leading to a desastrous decline in education quality" and the former situation with college entrance examinations was restored. The author studied this experiment through field research in a single rural county in the three periods before, during and after Cultural Revolution and assesses its impact on rural education. "In all three periods, the focus is on two issues.... expanding rural education and developing rural-oriented curricula. [He argues] that while the examination system has provided a powerful incentive to study, it has also constrained the expansion of rural education and the development of rural-oriented curricula by promoting a narrow conception of education that focuses on preparing the most promising students for college examinations. The elimination of college entrance examination... greatly disrupted the education system. ... At the same time, it facilitated the rapid expansion of rural education and the development of rural-oriented curricula." (DIPF/Orig./Bi.). |
| Erfasst von | DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main |
| Update | 2005_(CD) |
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