The Education System in Shanghai: Negotiating the Nature of Education

Deng, Meng; Zhao, Zhenzhou

doi:10.1007/s40299-014-0188-z

Cited by 11 publications

(3 citation statements)

References 28 publications

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“…As a result of loose government supervision, the majority of the UIP schools did not follow the standard state curriculum and lacked certified teachers and basic teaching facilities, especially for non-examination subjects such as art, sports and music (Deng and Zhao 2014;Qian and Walker 2015;Yu 2016). Moreover, some schools have big class sizes, for example more than 50 students per class.…”

Section: The Changing Landscape Of Migrant Children's Schooling Policy In Urban Chinamentioning

confidence: 99%

From Access to Quality? Examining the Interim Quasi-State Schools for Rural Migrants in Urban China

Huang

2021

EAC

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This article focuses on the educational quality of the newly emerged quasi-state schools for rural migrant children in urban China. Semi-structured interviews were conducted with 19 government officers, school leaders, teachers and migrant parents in Shanghai. Adopting a theoretical perspective of policy as a temporary settlement of interests, the article deconstructs the power relations that constructed the disadvantaged positionality of these schools in the local school system. What can be identified from the empirical data is the emergence of an “interim quasi-state school system” with three interrelated features: it belongs to the state sector, offers quasi-state education and has an interim nature. Under the local government’s low-cost and inferior schooling approach, the whole system is treated as an emergency mechanism for solving the floating children’s schooling problem, rather than as regular schools offering high quality education. While realising the children’s right to education, this system does not guarantee them a “good” education.

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Section: The Changing Landscape Of Migrant Children's Schooling Policy In Urban Chinamentioning

confidence: 99%

From Access to Quality? Examining the Interim Quasi-State Schools for Rural Migrants in Urban China

Huang

2021

EAC

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“…There is growing attention on Shanghai's schooling, one of the most prominent cases of high performing education systems in Asia (Deng & Zhao, 2014;Tan, 2013;Tucker, 2011). The researchers seek to understand the reasons for its success and features unique to Shanghai's education system, for instance, the marriage of Chinese traditional values with modern mechanisms in educational governance (Zhang & Kong, 2012); the active roles played by the authorities and the deeply rooted performative culture among educational stakeholders (Tan, 2013); and a delicate balance of three aspects of education, namely selection, justice and independence (Deng & Zhao, 2014).…”

Section: Introductionmentioning

confidence: 99%

“…The researchers seek to understand the reasons for its success and features unique to Shanghai's education system, for instance, the marriage of Chinese traditional values with modern mechanisms in educational governance (Zhang & Kong, 2012); the active roles played by the authorities and the deeply rooted performative culture among educational stakeholders (Tan, 2013); and a delicate balance of three aspects of education, namely selection, justice and independence (Deng & Zhao, 2014). The existing research suggests that a high-quality teaching force and comprehensive teacher training system play an essential role in Shanghai's educational achievement (Li, 2013;Zhang, Xu, & Sun, 2014).…”

Section: Introductionmentioning

confidence: 99%

Configuration of the Teacher-State Relationship: The Shanghai Experience

2016

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As one of the most prominent cases of high performing education systems in Asia, Shanghai has received widespread attention in recent years. The existing literature has shown that the formation of a high performing education system in Shanghai is closely associated with the high-quality teaching force. The purpose of this paper is to explore the experience of Shanghai in configuring the teacher-state relationship and building the teaching profession against China's background of centralized education. Our analysis was framed around three key actors that have reshaped the relationship between teachers and State in the post-Mao era, including the establishment of teaching as a profession, schools, and the labor market. Based on policy analysis and empirical evidence from Shanghai, the research findings indicate Shanghai's own experience in building the teaching profession, teachers' professional well-being, and other subjective perceptions related to school management and the labor market.

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Constructing the Reciprocal Learning Space in Between

Huang

2018

Teacher Education in Professional Learning Communities

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The Education System in Shanghai: Negotiating the Nature of Education

Cited by 11 publications

References 28 publications

From Access to Quality? Examining the Interim Quasi-State Schools for Rural Migrants in Urban China

From Access to Quality? Examining the Interim Quasi-State Schools for Rural Migrants in Urban China

Configuration of the Teacher-State Relationship: The Shanghai Experience

Constructing the Reciprocal Learning Space in Between

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