A comprehensive collection on twentieth-century educational practices in China

Paul J. Bailey provides the first analytical study in English of Chinese women's experiences during China's turbulent twentieth century. Incorporating the very latest specialized research, and drawing upon Chinese cinema and autobiographical memoirs, this fascinating narrative account: - Explores the impact of political, social and cultural change on women's lives, and how Chinese women responded to such developments - Charts the evolution of gender discourses during this period - Illuminates both change and continuity in gender discourse and practice Approachable and authoritative, this is an essential overview for students, teachers and scholars of gender history, and anyone with an interest in modern Chinese history.

Using primary evidence such as official documents, newspapers and memoirs, Paul Bailey analyzes the significance, impact and nature of women's public education in China from its beginnings at the turn of the twentieth century.

This book argues that the current state of China requires an important paradigm shift in the way the party-state manages the country’s development, and goes on to assess the fitness of the party-state for implementing such a paradigm shift and the likelihood of the party-state bringing this about. It brings together an examination of the very latest situation in a range of key areas where current developments have the potential to undermine substantially the status quo, areas such as the recent economic crisis and the resulting economic slowdown, increasing labour unrest, mounting calls for social justice, worsening urban-rural disparity, the urgent need to implement social welfare programmes, the rise of civil society, and the impact of new media. Overall, the book provides a thorough appraisal of the difficulties which China currently faces.

This book offers a critical study on the history of Shanghai No.3 Girls' Middle School, from its missionary predecessors, St. Mary's Hall and McTyeire School, to its present form as a public school. By bringing together three historical periods, late imperial, the Republic of China and the People's Republic of China, and their respective political regimes into one project and tracing continuities and discontinuities in terms of education between the Nationalists and Communists, the book argues that education in Chinese modern history affords another example of "continuous revolution." Dissertation. (Series: Sinologie, Vol. 5) [Subject: Education, Chinese Studies, Asian Studies, Gender Studies, History, Politics]

In the early 1900s, the Qing dynasty implemented a nationwide school system as part of a series of institutional reforms to shore up its power. A School in Every Village recounts how villagers and local state officials in Haicheng County enacted orders to establish rural primary schools from 1904 to 1931. Although the Communists, contemporary observers, and more recent scholarship have all depicted rural society as feudal and backward and the educational reforms of the early twentieth century a failure, Elizabeth VanderVen draws on untapped archival materials to reveal that villagers capably integrated foreign ideas and models into a system that was at once traditional and modern, Chinese and Western. Her portrait of education reform not only challenges received notions about the modernity-tradition binary in Chinese history, it also addresses topics central to scholarly debates on modern China, including state making, gender, and the impact of global ideas on local society.

For over a decade, Mainland China has been embarking on an ambitious nation-wide education reform ('New Curriculum Reform') for its basic education. The reform reflects China’s propensity to borrow selected educational policies from elsewhere, particularly North America and Europe. Chinese scholars have used a local proverb "the West wind has overpowered the East wind" to describe this phenomenon of ‘looking West’. But what do we mean by educational policy borrowing from the West? What are the educational policies in China's new curriculum reform that are perceived to be borrowed from the West? To what extent have the borrowed educational policies in China's new curriculum reform been accepted, modified, and rejected by the various educational stakeholders? How does culture influence the various educational stakeholders in China in interpreting and mediating educational policy borrowing from the West? How do the findings of this study on China’s education reform inform and add to the existing theories on and approaches to on cross-cultural educational policy borrowing? This book answers the above questions by critically discussing China’s policy borrowing from the West through its current reform for primary and secondary education. It presents the latest in-depth research findings from a three-year empirical study (2013-2015) with school principals, teachers, students and other educational stakeholders across China. This study offers new insights into China’s educational policy borrowing from the West and international implications on cross-cultural educational transfer for academics, policymakers and educators.

In the waning years of the Cold War, the United States and China began to cautiously engage in cultural, educational, and policy exchanges, which in turn strengthened new security and economic ties. These links have helped shape the most important bilateral relationship in the late-twentieth and early twenty-first centuries. This book explores the dynamics of cultural exchange through an in-depth historical investigation of three organizations at the forefront of U.S.-China non-governmental relations: the Hopkins-Nanjing Center for Chinese and American Studies, the National Committee on United States-China Relations, and The 1990 Institute. Norton Wheeler reveals the impact of American non-governmental organizations (NGOs) on education, environment, fiscal policy, and civil society in contemporary China. In turn, this book illuminates the important role that NGOs play in complementing formal diplomacy and presents a model of society-to-society relations that moves beyond old debates over cultural imperialism. Finally, the book highlights the increasingly significant role of Chinese Americans as bridges between the two societies. Based on extensive archival research and interviews with leading American and Chinese figures, this book will be of interest to students and scholars of Chinese politics and history, international relations and transnational NGOs.

The term home economics often conjures images of sterile classrooms where girls learn to cook dinner and swaddle dolls, far removed from the seats of power. Helen Schneider unsettles this assumption by revealing how Chinese women helped to build a nation, one family at a time. From the 1920s to the early 1950s, home economists transformed the most fundamental of political spaces � the home � by teaching women to nurture ideal families and manage projects of social reform. Although their discipline came undone after 1949, it created a legacy of gendered professionalism and reinforced the idea that leaders should shape domestic rituals of the people.

This essential reference work provides an alphabetic listing, with an extensive "index," of studies on women in China from earliest times to the present day written in Western languages, primarily English, French, German, and Italian. Containing more than 2500 citations of books, chapters in books, and articles, especially those published in the last thirty years, and more than 100 titles of doctoral dissertations and Masters theses, it covers works written in the disciplines of anthropology and sociology; art and archaeology; demography; economics; education; fashion; film and media studies; history; interdisciplinary studies; law; literature; music; medicine, science, and technology; political science; and religion and philosophy. It also contains many citations of studies of women in Hong Kong and Taiwan.