Self-Abandonment or Seeking an Alternative Way Out: Understanding Chinese Rural Migrant Children's Resistance to Schooling

Autor/in	Chen, Jiaxin
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 Verfügbarkeit
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) + Suchen Sie Ihr Suchwort? Ausland; Resistenz; Landflucht; Soziale Gerechtigkeit; Soziale Mobilität; Negative Fixierung; Ideologie; Urban area; Stadtregion; Arbeiterklasse
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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01