"Suzhi", Relevance, and the New Curriculum: A Case Study of One Rural Middle School in Northwest China

Autor/in	Lou, Jingjing
Titel	"Suzhi", Relevance, and the New Curriculum: A Case Study of One Rural Middle School in Northwest China
Quelle	In: Chinese Education and Society, 44 (2011) 6, S.73-86 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1061-1932
DOI	10.2753/CED1061-1932440605
Schlagwörter	Curriculum Development; Student Attitudes; Textbooks; Ethnography; Academic Education; Educational Change; Foreign Countries; Rural Education; Case Studies; Middle Schools; Competition; Interviews; Content Analysis; Observation; Classroom Environment; Relevance (Education); Learner Engagement; Urban Areas; Dropouts; Social Mobility; China + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Schülerverhalten; Textbook; Text book; Schulbuch; Lehrbuch; Ethnografie; Akademische Bildung; Bildungsreform; Ausland; Ländliche Erwachsenenbildung; Case study; Fallstudie; Case Study; Middle school; Mittelschule; Mittelstufenschule; Wettkampf; Interviewing; Interviewtechnik; Inhaltsanalyse; Beobachtung; Klassenklima; Unterrichtsklima; Relevance; Relevanz; Urban area; Stadtregion; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Soziale Mobilität
Abstract	There have been ongoing discussions about the most recent curriculum reform in China. The new curriculum aims at a more quality-oriented ("suzhi") education and producing more well-rounded citizens to meet the challenges of global competition. However, it is questioned how "suzhi" education is possible with entrance examination still being the sole sorting mechanism. A semester-long ethnography in a rural middle school in northwest China reveals how rural students face many challenges with the new curriculum. Based on interviews, analyses of textbooks, and observations of classroom teaching, the study examines how rural students question the relevance of their curriculum and further the meaning of formal schooling. In addition to the dichotomy between an exam-oriented and quality-oriented curriculum, students are also troubled by the dichotomy between general/academic education and relevant/practical education. The study raises concerns about the urban-centered curriculum and how the rural community's absence in the picture has led to rural students' increasing disengagement in schooling and even dropout. It also reveals how the substance of "suzhi" education and the new curriculum have further reduced rural students' chance to move upward socially. The article concludes by pushing for discussions on how formal schooling can better serve rural children and youth. (Contains 3 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10