Literaturnachweis - Detailanzeige
Autor/in | Chen, Jiaxin |
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Titel | Self-Abandonment or Seeking an Alternative Way Out: Understanding Chinese Rural Migrant Children's Resistance to Schooling |
Quelle | In: British Journal of Sociology of Education, 41 (2020) 2, S.253-268 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Chen, Jiaxin) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0142-5692 |
DOI | 10.1080/01425692.2019.1691504 |
Schlagwörter | Migrant Children; Foreign Countries; Resistance (Psychology); Academic Failure; Behavior Patterns; Rural to Urban Migration; Social Justice; Elementary School Students; Social Mobility; Negative Attitudes; Ideology; Urban Areas; Working Class; School Role; Teacher Expectations of Students; China (Beijing) |
Abstract | This study explores the complexity of school resistance by Chinese rural migrant children (RMC), which may contribute to their educational failure, as well as the school conditions informing their resistance. This study categorizes migrant children's school resistance into three patterns, based on their rationale for school behaviors: conformist learner, education abandoner, and nascent transformative resister. All three groups were initially believers in pursuing academic success for upward social mobility, as promoted at school. However, some gradually determined such educational pursuit was untenable and became education abandoners. Teachers' predicting RMC's academic failure and highlighting the individual's responsibility for that failure contributed to that abandonment. While findings of this study indicate that migrant children may develop transformative resistance, this possibility is challenged by the dominant ideology of meritocracy and a teaching agenda that legitimizes social inequality. (As Provided). |
Anmerkungen | Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |