Suchergebnisse

Market reform, financial decentralization, and economic globalization have greatly accentuated China's social and regional inequalities. Education is expected to address these inequalities in a context of rapid social change, including the rise of an urban middle class, changed status of women, resurgence of ethnic identities, growing rural to urban migration, and lingering poverty in remote areas. But some argue that state policies have not sufficiently addressed inequitable practices, and that schools actually perpetuate and reproduce inequities, giving rise to a new system of social stratif

1. Schooling and inequality in China -- 2. Challenging the gendered dimensions of schooling : the state, NGOs, and transnational alliances -- 3. Poverty, health, and schooling in rural China -- 4. Tibetan girls' education : challenging prevailing theory -- 5. Rural classroom teaching and nonfarm jobs in Yunnan -- 6. Education in rural Tibet : development, problems, and adaptations -- 7. The integration of migrant children in Beijing schools -- 8. Educational stratification and the new middle class.

China implemented an unprecedented expansion of higher education along with excellence initiatives that propelled more universities into the global rankings. Yet, the international influence of the higher education system pales in comparison to its economy. This paper argues that governance reforms in higher education only partially address the increasingly complex social and geopolitical realities. With more institutional and professional autonomy, universities and the academic research enterprise would be better placed and more inclined to find innovative solutions to urgent problems of domestic and global sustainability. (China Q/GIGA)

Postiglione reviews FULL CIRCLE: A Life with Hong Kong and China by Ruth Hayhoe.

This is a good volume to read in order to keep track of what the Hong Kong Chinese think about key issues concerning themselves and their changing society, with analyses provided by local Hong Kong Chinese sociologists. It is part of a series based on surveys carried out in 1988, 1990, 1993, 1995, 1997 and 1999. Over 3,000 Chinese-speaking adults were selected and interviewed each time. Additional topics were added to each successive survey, making the scope broader each time. The volumes contain a detailed appendix about survey methodology.