The Discursive Politics of Education Policy in China: Educating Migrant Children

Abstract

This article explores the discursive functioning of education policies, bringing into consideration community perspectives regarding policy enactment in contemporary China. With the intention of building upon ongoing discussions surrounding both the conceptions and purposes of policy sociology, we critically analyse policies directly related to the education of migrant children living in and around China's largest urban centres, with a specific focus on those implemented in Beijing. We emphasize two important aspects that previous studies of China's education policies have tended to underplay given their focus on social-economic perspectives. The first argument is that education policies have an underlying agenda that extends beyond that of simply addressing the educational needs of migrant children – evidenced through the discursive functions of policy texts. The second argument is related and seeks to raise questions about who is best served by these policies and for whom these policies are intended.

Social justice and migrant children: Exploring the design and implementation of education policies for migrant children in China

“…Although these early PMSs met migrant families' needs, they were often criticized for poor facilities, unqualified teachers, insufficient learning materials, and inadequate management (Wang & Holland, 2011) (Yu & Crowley, 2020). In 2012, Xiaohe district (in Guiyang) required migrant parents to provide a Guiyang resident permission card, a house lease contract covering more than 3 years, a record of stable work for more than 3 years, proof of only one child, and payment of social insurance premiums for more than 3 years (Xiaohe District Education Bureau, 2012).…”

“…With limited resources, Guiyang municipal governments and school districts stipulated enrolment criteria for migrant children eligible for state schools. The enrolment requirements of state schools vary between cities and school districts, but generally request migrant families provide multiple forms of documentation (Yu & Crowley, 2020). In 2012, Xiaohe district (in Guiyang) required migrant parents to provide a Guiyang resident permission card, a house lease contract covering more than 3 years, a record of stable work for more than 3 years, proof of only one child, and payment of social insurance premiums for more than 3 years (Xiaohe District Education Bureau, 2012).…”

Spatiotemporal Differentiation of the School-Age Migrant Population in Liaoning Province, China, and Its Driving Factors

“…In 2012, the "Opinions of the State Council on Further Promoting the Balanced Development of Compulsory Education" stated the need to ensure equal access to compulsory education for special groups and to ensure equal access to compulsory education for children of migrant workers in cities. However, owing to the limitations of the education system and the urban-rural dual socioeconomic structure, the educational integration of migrant children remains a prominent issue in China [5].…”

A floating dream: urban upgrading, population control and migrant children’s education in Beijing

“… 6. Chen, J X, D Wang and Y S Zhou (2017), “Education for population control: migrant children’s education under new policies in Beijing”, in Y-K Cha, J Gundara, S-H Ham and M Lee (editors), Multicultural Education in Glocal Perspectives , Springer, Singapore, pages 153–166; also Yu, M and C B Crowley (2020), “The discursive politics of education policy in China: educating migrant children”, The China Quarterly Vol 241, pages 87–111. …”