Literaturnachweis - Detailanzeige
Autor/in | Wu, Jinting |
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Titel | Disenchantment and Participatory Limits of Compulsory Education: Lessons from Southwest China |
Quelle | In: Compare: A Journal of Comparative and International Education, 42 (2012) 4, S.621-645 (25 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0305-7925 |
DOI | 10.1080/03057925.2012.672254 |
Schlagwörter | Compulsory Education; Ethnography; Foreign Countries; Educational Policy; Rural Schools; Educational Quality; Ethnic Groups; Student Attitudes; Academic Persistence; Dropouts; Educational Change; Middle Schools; Educational Practices; China Schulpflicht; Ethnografie; Ausland; Politics of education; Bildungspolitik; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Quality of education; Bildungsqualität; Ethnie; Schülerverhalten; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Bildungsreform; Middle school; Mittelschule; Mittelstufenschule; Bildungspraxis |
Abstract | Despite the state's unrelenting efforts to enforce compulsory basic education, schooling in rural ethnic China remains an elusive ideal that leads to massive dropout and prepares many only for factory sweatshops. Based on 16 months of ethnographic research, this article examines the disjuncture between the official education policy known as the Two Basics Project (TBP) and the lived practices and beliefs observed in two rural ethnic communities. It investigates how students' disenchantment and withdrawal from school challenges compulsory education as a fragile universalist attempt at social progress. Instead of merely examining what factors contribute to the policy failure, the analysis questions the very "progressive" ideals and teleological visions at work in China's educational programming, and challenges binaries such as literacy/illiteracy, cultured/uncultured, modernity/traditionalism. (Contains 26 notes.) (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |