Micro-Neoliberalism in China: Public-Private Interactions at the Confluence of Mainstream and Shadow Education

Autor/inn/en	Zhang, Wei; Bray, Mark
Titel	Micro-Neoliberalism in China: Public-Private Interactions at the Confluence of Mainstream and Shadow Education
Quelle	In: Journal of Education Policy, 32 (2017) 1, S.63-81 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-0939
DOI	10.1080/02680939.2016.1219769
Schlagwörter	Foreign Countries; Neoliberalism; Public Policy; Economic Progress; Mixed Methods Research; Privatization; Marketing; Student Recruitment; Public Education; Tutoring; Private Education; School Choice; Parent Attitudes; Educational Policy; Questionnaires; Elementary School Students; Secondary School Students; Student Attitudes; Tutors; Teacher Attitudes; Admission (School); Theory Practice Relationship; Interviews; China (Shanghai) + Suchen Sie Ihr Suchwort? Ausland; Neo-liberalism; Neoliberalismus; Öffentliche Ordnung; Economic growth; Wirtschaftswachstum; Privatisation; Privatisierung; Öffentliche Erziehung; Förderkonzept; Nachhilfeunterricht; Privatunterricht; Choice of school; Schulwahl; Elternverhalten; Politics of education; Bildungspolitik; Fragebogen; Sekundarschüler; Schülerverhalten; Förderlehrer; Lehrender; Tutor; Lehrerverhalten; Theorie-Praxis-Beziehung; Interviewing; Interviewtechnik
Abstract	With its shift to a market economy gathering speed from the 1990s, the Chinese Government embarked on an agenda that brought neoliberal forces into almost all sectors including education. The policies underpinned China's spectacular economic growth, but in education have had consequences that arguably are problematic. Drawing on a mixed-methods study in Shanghai, this paper examines "micro-neoliberalism" in China's education system, i.e. privatization and marketization at the individual, family, and institutional levels, with focus on blurring boundaries between public schooling and private supplementary tutoring. Some dimensions of these processes resulted from deliberate macro-level policies to decentralize control of schooling, raise performance, and empower private education. Other dimensions arose from the market behavior of individuals, families, and institutions that countered government efforts to steer parental choice of schools and to reduce disparities between schools. Education policies are enacted not only in schools but also in the shadow sector which is commonly overlooked. This paper focuses on Shanghai but has implications for other parts of China; and since shadow education is expanding as a global phenomenon, it also has relevance to many other countries. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01