Arrival of Young Talent: The Send-down Movement and Rural Education in China: Further Reply

2021 ◽  
Author(s):  
Yi Chen ◽  
Ziying Fan ◽  
Xiaomin Gu ◽  
Li-An Zhou
Keyword(s):  
Rural Education ◽  
Education In China

Rural Education in China

2020 ◽  
Author(s):  
Liang Du ◽  
Huimeng Li ◽  
Weijian Wang
Keyword(s):  
Rural Education ◽  
Social Reproduction ◽  
Rural China ◽  
Service Industries ◽  
Rural Students ◽  
Urban Centers ◽  
Policy Makers ◽  
Rural And Urban ◽  
Education In China

Rural education has received considerable attention from researchers and policy makers in their attempts to understand the deep-rooted rural/urban dichotomy in China. Most debates surround how to improve the “quality” of rural education and to “rebalance” the level of educational development between rural and urban regions. For this purpose raising the “quality” of teachers across rural schools is highlighted as the key element in many policies and studies, and the focus has shifted from addressing a teacher shortage to the recruitment and retention of quality teachers, especially in those remote regions. Issues in China’s rural education are not only reflections of rural–urban differences but also reproduce these social differentiations. Those who pay the price of the entrenched rural/urban dichotomy in China are the increasing number of “left-behind” children in the rural villages as well as the “floating” students in the urban schools whose numbers have also increased in the past decades. Most members of both groups tend to undergo a social reproduction process in the school systems and eventually become workers in the manufacturing and service industries in urban centers. Meanwhile, rural education in China is also abundant in culturally meaningful processes. While many scholars and policy makers view the rural school as a critical site for passing on the cultural inheritance of “rural China,” rural students themselves nevertheless creatively make meaning of their daily experiences and produce rich cultural forms. Some of them develop certain forms of “counterschool” culture as they experience educational failure, while others take up cultural traits valued by their rural families and turn them into a form of cultural capital, which consequently plays a pivotal role in the educational and social mobility of rural students.

Gender differences in rural education in China

2021 ◽  
Vol 27 (1) ◽  
pp. 66-86
Author(s):  
Jingjun Hao ◽  
Peng Zhang ◽  
Wei Yu
Keyword(s):  
Gender Differences ◽  
Rural Education ◽  
Education In China

The Reform of Rural Education in China

1993 ◽  
Vol 2 (4) ◽  
pp. 363-369
Author(s):  
Yidan Wang ◽  
Stephen L. Jacobson
Keyword(s):  
Rural Education ◽  
Education In China
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