Pub Date : 2020-05-03DOI: 10.1080/10611932.2020.1791555
Zhang Qinggen, Shen Hong
Abstract Training abroad is an important avenue for promoting the specialized development of faculty and improving international accomplishments. On the basis of the data from the 2014 Faculty Survey in China, this paper applies the technique of propensity score matching to control for the self-selection bias in the sample, so as to quantitatively evaluate the economic benefits of training abroad for faculty. The study finds that training abroad presents significant economic returns, while the potential benefits of training abroad for faculty members who have not yet pursued training abroad are higher than the benefits for faculty members who have pursued training abroad; a nonlinear relationship exists between the period of time for which a faculty member pursues training abroad and the economic benefits thereof, with the order of the economic benefits of training abroad from least to most for different time periods being: 1 year, less than one half year, more than one half year to less than 1 year, and more than 1 year. The conclusions of the study provide an empirical basis for the selection of pathways for the professional development of faculty in the future, as well as the design and refinement of training abroad programs, et cetera.
{"title":"How Does Training Abroad Affect Faculty Income? An Analysis Based on the “2014 Faculty Survey in China”","authors":"Zhang Qinggen, Shen Hong","doi":"10.1080/10611932.2020.1791555","DOIUrl":"https://doi.org/10.1080/10611932.2020.1791555","url":null,"abstract":"Abstract Training abroad is an important avenue for promoting the specialized development of faculty and improving international accomplishments. On the basis of the data from the 2014 Faculty Survey in China, this paper applies the technique of propensity score matching to control for the self-selection bias in the sample, so as to quantitatively evaluate the economic benefits of training abroad for faculty. The study finds that training abroad presents significant economic returns, while the potential benefits of training abroad for faculty members who have not yet pursued training abroad are higher than the benefits for faculty members who have pursued training abroad; a nonlinear relationship exists between the period of time for which a faculty member pursues training abroad and the economic benefits thereof, with the order of the economic benefits of training abroad from least to most for different time periods being: 1 year, less than one half year, more than one half year to less than 1 year, and more than 1 year. The conclusions of the study provide an empirical basis for the selection of pathways for the professional development of faculty in the future, as well as the design and refinement of training abroad programs, et cetera.","PeriodicalId":39911,"journal":{"name":"Chinese Education and Society","volume":"84 1","pages":"134 - 157"},"PeriodicalIF":0.0,"publicationDate":"2020-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88111210","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-03-03DOI: 10.1080/10611932.2020.1716590
Y. Chia, Zhenzhou Zhao
Education has been highly valued throughout Chinese history, as shown by the Han Dynasty tradition of imperial examinations (科举) on Confucian classics. These examinations served two functions: “sel...
教育在中国历史上一直受到高度重视，汉代的科举考试传统就证明了这一点。这些考试有两个作用:“自我……
{"title":"Citizenship and Education in China: Contexts, Perspectives, and Understandings","authors":"Y. Chia, Zhenzhou Zhao","doi":"10.1080/10611932.2020.1716590","DOIUrl":"https://doi.org/10.1080/10611932.2020.1716590","url":null,"abstract":"Education has been highly valued throughout Chinese history, as shown by the Han Dynasty tradition of imperial examinations (科举) on Confucian classics. These examinations served two functions: “sel...","PeriodicalId":39911,"journal":{"name":"Chinese Education and Society","volume":"41 1","pages":"1 - 2"},"PeriodicalIF":0.0,"publicationDate":"2020-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78819666","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-03-03DOI: 10.1080/10611932.2020.1716616
Derrick Tu
Abstract In this paper, I examine Hong Kong’s identity and citizenship through the Chinese landscape painting, Mountain Palace, by Dong Yuan. Specifically, I ask: how can a reading of Mountain Palace using Jullien’s concepts of presence and absence provide insights into current issues of identity and citizenship in Hong Kong? I argue that citizenship is not a static identity but a manifestation of historical processes in a constant state of becoming. Rather than focusing on political tensions or recolonization, I suggest that Hong Kong is already part of Mainland China, but its unique identity needs to be recognized.
{"title":"Identity and Citizenship in Hong Kong: A Theoretical Reflection Using Chinese Landscape Painting","authors":"Derrick Tu","doi":"10.1080/10611932.2020.1716616","DOIUrl":"https://doi.org/10.1080/10611932.2020.1716616","url":null,"abstract":"Abstract In this paper, I examine Hong Kong’s identity and citizenship through the Chinese landscape painting, Mountain Palace, by Dong Yuan. Specifically, I ask: how can a reading of Mountain Palace using Jullien’s concepts of presence and absence provide insights into current issues of identity and citizenship in Hong Kong? I argue that citizenship is not a static identity but a manifestation of historical processes in a constant state of becoming. Rather than focusing on political tensions or recolonization, I suggest that Hong Kong is already part of Mainland China, but its unique identity needs to be recognized.","PeriodicalId":39911,"journal":{"name":"Chinese Education and Society","volume":"44 4 1","pages":"47 - 56"},"PeriodicalIF":0.0,"publicationDate":"2020-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77723774","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-03-03DOI: 10.1080/10611932.2020.1716609
Tianlong Yu
Abstract This paper examines the challenges and possibilities facing democratic citizenship education in China. It starts by taking on the increasing political repression under Xi’s regime and how it is marginalizing or silencing democratic discourses. Then it examines the rising economically-driven populist nationalism in China, and how it complicates the democratic pursuit. Next, the paper looks into the dominant Chinese cultural tradition, Confucianism, its antidemocratic tendencies and alliance with authoritarian forces. The paper concludes with a discussion of potential ways to combat the roadblocks and resistances to democratization. It emphasizes a more nuanced understanding of both China’s historical trajectories and present aspirations, seeking possibilities for democratic breakthrough. It also proposes educational and curricular reform, deconstructing official moral education and introducing cultivation in civic virtues, for example, to promote democratic citizenship.
{"title":"Does Democracy Still Have a Chance? Contextualizing Citizenship Education in China","authors":"Tianlong Yu","doi":"10.1080/10611932.2020.1716609","DOIUrl":"https://doi.org/10.1080/10611932.2020.1716609","url":null,"abstract":"Abstract This paper examines the challenges and possibilities facing democratic citizenship education in China. It starts by taking on the increasing political repression under Xi’s regime and how it is marginalizing or silencing democratic discourses. Then it examines the rising economically-driven populist nationalism in China, and how it complicates the democratic pursuit. Next, the paper looks into the dominant Chinese cultural tradition, Confucianism, its antidemocratic tendencies and alliance with authoritarian forces. The paper concludes with a discussion of potential ways to combat the roadblocks and resistances to democratization. It emphasizes a more nuanced understanding of both China’s historical trajectories and present aspirations, seeking possibilities for democratic breakthrough. It also proposes educational and curricular reform, deconstructing official moral education and introducing cultivation in civic virtues, for example, to promote democratic citizenship.","PeriodicalId":39911,"journal":{"name":"Chinese Education and Society","volume":"28 1","pages":"14 - 24"},"PeriodicalIF":0.0,"publicationDate":"2020-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77135155","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-03-03DOI: 10.1080/10611932.2020.1716613
Canglong Wang
Abstract This article explores the conceptualization of cosmopolitan citizen and the relevant teaching practice in the emerging Confucian classical education in contemporary China. It addresses two aspects. First, the cosmopolitan orientation of the cultural subject constructed in the theory of classics-reading education is embedded in the presupposition of common humanity and universal wisdom. Based on this, Confucian classical education claims to transcend the boundaries among nation-states and commits to promoting the communication and integration between Chinese and western cultures. Second, in the case study of Yiqian School, the image of cosmopolitan citizen flags up the dimension of ethical virtue, in particular, civic quality. The empirical discussion also shows the contradictions in practicing the method of memorization. The article reaches the argument that the renewal of Confucian classical education demonstrates a cosmopolitan orientation in citizen cultivation, this being not contradictory to but reinforcing with the intertwined nationalist emotions and identities.
{"title":"Educating the Cosmopolitan Citizen in Confucian Classical Education in Contemporary China","authors":"Canglong Wang","doi":"10.1080/10611932.2020.1716613","DOIUrl":"https://doi.org/10.1080/10611932.2020.1716613","url":null,"abstract":"Abstract This article explores the conceptualization of cosmopolitan citizen and the relevant teaching practice in the emerging Confucian classical education in contemporary China. It addresses two aspects. First, the cosmopolitan orientation of the cultural subject constructed in the theory of classics-reading education is embedded in the presupposition of common humanity and universal wisdom. Based on this, Confucian classical education claims to transcend the boundaries among nation-states and commits to promoting the communication and integration between Chinese and western cultures. Second, in the case study of Yiqian School, the image of cosmopolitan citizen flags up the dimension of ethical virtue, in particular, civic quality. The empirical discussion also shows the contradictions in practicing the method of memorization. The article reaches the argument that the renewal of Confucian classical education demonstrates a cosmopolitan orientation in citizen cultivation, this being not contradictory to but reinforcing with the intertwined nationalist emotions and identities.","PeriodicalId":39911,"journal":{"name":"Chinese Education and Society","volume":"103 1","pages":"36 - 46"},"PeriodicalIF":0.0,"publicationDate":"2020-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91059539","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-03-03DOI: 10.1080/10611932.2020.1716607
Sicong Chen
Abstract The field of citizenship education witnessed an expanding body of literature looking at the case of China. Yet citizenship with broad conceptual terrain often refers to different things in the literature. This paper foregrounds the common core of the essentially contested concept of citizenship and considers citizenship conception as discourse. By engaging with and drawing evidence from extant literature, this paper critically examines citizenship in the academic and related official and social discourses. It discloses the discursive conformity among the academic, official, and social discourses of citizenship in mainland China and discusses the politics beneath the conformity. It suggests that the fundamental values of liberty and equality constitutive of the common core of citizenship should not be lost but localized to serve as the conceptual and analytical compass in the contestation of citizenship and citizenship education discourses in contemporary China.
{"title":"Rethinking Citizenship and Citizenship Education in Contemporary China: Discourses and Politics","authors":"Sicong Chen","doi":"10.1080/10611932.2020.1716607","DOIUrl":"https://doi.org/10.1080/10611932.2020.1716607","url":null,"abstract":"Abstract The field of citizenship education witnessed an expanding body of literature looking at the case of China. Yet citizenship with broad conceptual terrain often refers to different things in the literature. This paper foregrounds the common core of the essentially contested concept of citizenship and considers citizenship conception as discourse. By engaging with and drawing evidence from extant literature, this paper critically examines citizenship in the academic and related official and social discourses. It discloses the discursive conformity among the academic, official, and social discourses of citizenship in mainland China and discusses the politics beneath the conformity. It suggests that the fundamental values of liberty and equality constitutive of the common core of citizenship should not be lost but localized to serve as the conceptual and analytical compass in the contestation of citizenship and citizenship education discourses in contemporary China.","PeriodicalId":39911,"journal":{"name":"Chinese Education and Society","volume":"7 1","pages":"13 - 3"},"PeriodicalIF":0.0,"publicationDate":"2020-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81833149","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-03-03DOI: 10.1080/10611932.2020.1716612
W. Lee, Ji Qi
Abstract Over the years, a great deal of improvement has been achieved with regard to the educational arrangements for migrant students. In Beijing, for instance, more public schools are opened to migrant children, and more resources allocated to uplift the quality of their schools. However, uncovered by the 9-year compulsory education system, higher education is not deemed an obligation of the local governments. Over time, yesterday’s children have turned into today’s young adults. But still, little is known about their experiences between the compulsory education system and the labor market. Their life patterns and educational endeavors remain a mystery. This study, based on 6 months of fieldwork at a vocational high school in 2012, is a memoir of twelve migrant girls seeking a better future in the Beijing city. By employing a qualitative and ethnographic approach and through the lens of marginal citizenship, it contributes to the empirical investigation into both their everyday life and their prospects for becoming urban.
{"title":"Marginal Citizens Exercising Their Individual Autonomy for Self-Identification: The Case of Migrant Students at a Vocational High School in Beijing","authors":"W. Lee, Ji Qi","doi":"10.1080/10611932.2020.1716612","DOIUrl":"https://doi.org/10.1080/10611932.2020.1716612","url":null,"abstract":"Abstract Over the years, a great deal of improvement has been achieved with regard to the educational arrangements for migrant students. In Beijing, for instance, more public schools are opened to migrant children, and more resources allocated to uplift the quality of their schools. However, uncovered by the 9-year compulsory education system, higher education is not deemed an obligation of the local governments. Over time, yesterday’s children have turned into today’s young adults. But still, little is known about their experiences between the compulsory education system and the labor market. Their life patterns and educational endeavors remain a mystery. This study, based on 6 months of fieldwork at a vocational high school in 2012, is a memoir of twelve migrant girls seeking a better future in the Beijing city. By employing a qualitative and ethnographic approach and through the lens of marginal citizenship, it contributes to the empirical investigation into both their everyday life and their prospects for becoming urban.","PeriodicalId":39911,"journal":{"name":"Chinese Education and Society","volume":"83 1","pages":"25 - 35"},"PeriodicalIF":0.0,"publicationDate":"2020-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82599435","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-11-02DOI: 10.1080/10611932.2019.1693813
Cheng Meng, Kang Yongjiu
Abstract “Empathy” is a common educational expectation among lower-class families, as well as a natural response by children. Through analysis of the growth narratives of a group of rural children who were born after the Opening and Reforms and achieved higher educational attainment, this study found that their “empathy” carried plural connotations, including love, understanding, affection, independence, and recompense. Although “empathy” allowed them to integrate into the family community, it also framed their role in the family, limited their emotional expression, and produced a relational structure between family members in which love and resentment were intertwined. However, the estrangement between rural children with higher educational attainment and their families was not insurmountable: by creatively exploring new methods of communication, emotional barriers which might form in an instant could also vanish in an instant.
{"title":"Rural Youths Admitted to Elite Universities: “Empathy” and Destiny","authors":"Cheng Meng, Kang Yongjiu","doi":"10.1080/10611932.2019.1693813","DOIUrl":"https://doi.org/10.1080/10611932.2019.1693813","url":null,"abstract":"Abstract “Empathy” is a common educational expectation among lower-class families, as well as a natural response by children. Through analysis of the growth narratives of a group of rural children who were born after the Opening and Reforms and achieved higher educational attainment, this study found that their “empathy” carried plural connotations, including love, understanding, affection, independence, and recompense. Although “empathy” allowed them to integrate into the family community, it also framed their role in the family, limited their emotional expression, and produced a relational structure between family members in which love and resentment were intertwined. However, the estrangement between rural children with higher educational attainment and their families was not insurmountable: by creatively exploring new methods of communication, emotional barriers which might form in an instant could also vanish in an instant.","PeriodicalId":39911,"journal":{"name":"Chinese Education and Society","volume":"228 2","pages":"363 - 377"},"PeriodicalIF":0.0,"publicationDate":"2019-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10611932.2019.1693813","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72544836","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-11-02DOI: 10.1080/10611932.2019.1693804
Xiong Heni, W. Xiaofang
Abstract Basil Bernstein argues that speech events bear class characteristics, and different social classes exhibit different linguistic typologies, coding and meaning. Although working-class language is characterized as a closed code in terms of its language structure, it possesses unique educational power, specifically manifesting as its unique meanings with respect to an educational commitment to support children’s studies and an emphasis on the importance of studying hard, which exercise an effect by means of the indexicality and reflexivity of speech events, abbreviation, and other forms. However, the speech events of working-class parents also unavoidably exert a certain negative influence, in that children’s inner worlds and emotions are easily neglected. The speech events of working-class parents should be fundamentally understood as a reflective practice consisting of a specific view of reality jointly constructed by working-class parents and children through interaction with one another; at the same time, it is also necessary to recognize the indelible class imprint of the speech events of working-class parents.
{"title":"The Educational Power of Working-Class Family Language—A Narrative Analysis of Rural College Students","authors":"Xiong Heni, W. Xiaofang","doi":"10.1080/10611932.2019.1693804","DOIUrl":"https://doi.org/10.1080/10611932.2019.1693804","url":null,"abstract":"Abstract Basil Bernstein argues that speech events bear class characteristics, and different social classes exhibit different linguistic typologies, coding and meaning. Although working-class language is characterized as a closed code in terms of its language structure, it possesses unique educational power, specifically manifesting as its unique meanings with respect to an educational commitment to support children’s studies and an emphasis on the importance of studying hard, which exercise an effect by means of the indexicality and reflexivity of speech events, abbreviation, and other forms. However, the speech events of working-class parents also unavoidably exert a certain negative influence, in that children’s inner worlds and emotions are easily neglected. The speech events of working-class parents should be fundamentally understood as a reflective practice consisting of a specific view of reality jointly constructed by working-class parents and children through interaction with one another; at the same time, it is also necessary to recognize the indelible class imprint of the speech events of working-class parents.","PeriodicalId":39911,"journal":{"name":"Chinese Education and Society","volume":"44 1","pages":"321 - 335"},"PeriodicalIF":0.0,"publicationDate":"2019-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75821439","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-11-02DOI: 10.1080/10611932.2019.1693805
Dong Yonggui
Abstract This study selected 10 rural children who attended undergraduate programs at 211/985 universities as its research subjects, for analysis of the underlying reasons behind their achievement of higher educational attainment. The study found that the principal reasons were as follows: First, escaping a rural area and repaying their parents were powerful motivations for them to study hard. Second, they exhibited a high degree of identification with the instrumental value of education: they believed that knowledge would change their fate, and assiduously studied to achieve this end. Third, they played an active role, proactively competing for all available resources. Fourth, as important others, teachers compensated for the inadequacy of their families’ cultural capital.
{"title":"Breaking Free of Class Constraints—A Qualitative Study of 10 Post-80s Rural Children with Higher Educational Attainment","authors":"Dong Yonggui","doi":"10.1080/10611932.2019.1693805","DOIUrl":"https://doi.org/10.1080/10611932.2019.1693805","url":null,"abstract":"Abstract This study selected 10 rural children who attended undergraduate programs at 211/985 universities as its research subjects, for analysis of the underlying reasons behind their achievement of higher educational attainment. The study found that the principal reasons were as follows: First, escaping a rural area and repaying their parents were powerful motivations for them to study hard. Second, they exhibited a high degree of identification with the instrumental value of education: they believed that knowledge would change their fate, and assiduously studied to achieve this end. Third, they played an active role, proactively competing for all available resources. Fourth, as important others, teachers compensated for the inadequacy of their families’ cultural capital.","PeriodicalId":39911,"journal":{"name":"Chinese Education and Society","volume":"8 1","pages":"336 - 346"},"PeriodicalIF":0.0,"publicationDate":"2019-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83658489","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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