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Inquiry into school relocating in the rural China: A qualitative study

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Abstract:

Beginning at the end of 1990s, the Chinese government reorganized its rural school system by dismantling small schools and relocating students to more densely populated schools, which are mostly situated in newly-founded places of residence. This study will evaluate the feasibility and effectiveness of this policy effort and analyze its far-reaching implications in the context of the impoverished rural areas. The Chinese educational experience illustrates a vacillation between a socialist egalitarian belief and a liberal cost-effective development model. The relocating policy has been tightly interwoven into the texture of the widespread urbanization as the government's policy preference. This study will look into this case based on the concepts of public community, public service, and public life. This study relies on the author's field survey in Shanxi province in the October of 2011. The qualitative data types include participant observations, semi-structured interviews, and the examination of artifacts. This study employs a systematic and creative perspective to help provide analytical tools for handling raw data. It involves an inductive process of building from qualitative data to discussion themes and categories to a generalized explanation. Educational equality deteriorated after introduction of the relocatiion policy in the rural China. Public service and public life began to withdraw, wither, and collapse when the values of school choice, efficiency, decentralization, and equality came into conflict, which may find its roots in the Chinese government's agenda of urbanization in the rural areas.
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Association:
Name: 55th Annual Conference of the Comparative and International Education Society
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http://www.cies.us


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URL: http://citation.allacademic.com/meta/p493809_index.html
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MLA Citation:

Yu, Kai. "Inquiry into school relocating in the rural China: A qualitative study" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada, Apr 30, 2011 <Not Available>. 2014-11-26 <http://citation.allacademic.com/meta/p493809_index.html>

APA Citation:

Yu, K. , 2011-04-30 "Inquiry into school relocating in the rural China: A qualitative study" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada <Not Available>. 2014-11-26 from http://citation.allacademic.com/meta/p493809_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: Beginning at the end of 1990s, the Chinese government reorganized its rural school system by dismantling small schools and relocating students to more densely populated schools, which are mostly situated in newly-founded places of residence. This study will evaluate the feasibility and effectiveness of this policy effort and analyze its far-reaching implications in the context of the impoverished rural areas. The Chinese educational experience illustrates a vacillation between a socialist egalitarian belief and a liberal cost-effective development model. The relocating policy has been tightly interwoven into the texture of the widespread urbanization as the government's policy preference. This study will look into this case based on the concepts of public community, public service, and public life. This study relies on the author's field survey in Shanxi province in the October of 2011. The qualitative data types include participant observations, semi-structured interviews, and the examination of artifacts. This study employs a systematic and creative perspective to help provide analytical tools for handling raw data. It involves an inductive process of building from qualitative data to discussion themes and categories to a generalized explanation. Educational equality deteriorated after introduction of the relocatiion policy in the rural China. Public service and public life began to withdraw, wither, and collapse when the values of school choice, efficiency, decentralization, and equality came into conflict, which may find its roots in the Chinese government's agenda of urbanization in the rural areas.


Similar Titles:
Supporting the Under-resourced Rural Schools through Partnership: A Case of A Rural-Urban School Partnership Program in China

Black Leaders Changing Schools: A Qualitative Study of Black School Administrators' Perception of the School Counselors' Role.

School Violence in China: Experiences of Peer Victimization and Corporal Punishmnet in Rural Middle Schools


 
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