This book explores and interprets discourses and practices in school admissions to public lower secondary education in urban China by utilizing a discourse analysis approach and a case study method. It identifies continuities and changes in discourses shaped by diverse forces in public lower secondary school admissions in the context of China’s social transformation from a profit-driven society to a more equitable society, and elucidates the power relationships among stakeholders in public school admissions by analysing their interplay in the process. More importantly, it exposes how current socio-economic, institutional and educational systems are shaping the engagement of stakeholders in the public school admissions process. It also presents some on-going projects intended to yield new policies and practices for more equitable public secondary education in China in the development stage of the post-2015.

Taking a global perspective, the chapters within this book follow a common framework to explore how macro-level factors help to create the conditions in which school-to-school collaboration is likely to succeed or fail ‘on the ground’.

By examining the changing political economy in China through detailed studies of the peasantry, workers, middle classes, and the dominant class, this volume reveals the Communist Party of China’s (CCP’s) impact on social change in China between 1978 and 2021. This book explores in depth the CCP’s programme of reform and openness that had a dramatic impact on China’s socio-economic trajectory following the death of Mao Zedong and the end of the Cultural Revolution. It also goes on to chart the acceptance of Market Socialism, highlighting the resulting emergence of a larger middle class, while also appreciating the profound consequences this created for workers and peasants. Additionally, this volume examines the development of the dominant class which remains a defining feature of China’s political economy and the Party-state. Providing an in-depth analysis of class as understood by the CCP in conjunction with sociological interpretations of socio-economic and socio-political change, this study will be of interest to students and scholars of Chinese Politics, Chinese History, Asian Politics, and Asian studies.

World Education Patterns in the Global North surveys the educational responses and new educational landscapes being developed as a consequence of powerful global forces demanding change within the Global North’s educational contexts, including North America, Central and South-East Europe, and East Asia.

This edited book explores the complex and multifaceted connections between education and migration in an Asian context from multiple perspectives. It features studies from China, Japan, India, the Philippines, Thailand, and Timor-Leste and covers diverse migration and education experiences. These experiences encompass internal and international migration and forced displacement, as well as questions surrounding education such as school choice, education provision and training as human capital; education and social inclusion; and student performance in a post-conflict context. By covering a wide range of questions and situations, the original scholarship in this book reveals how human development concerns and higher rates of movement within and outside of Asian countries operate on multiple levels in a globalized world.

Indigenous Education is a compilation of conceptual chapters and national case studies that includes empirical research based on a series of data collection methods. The book provides up-to-date scholarly research on global trends on three issues of paramount importance with indigenous education—language, culture, and identity. It also offers a strategic comparative and international education policy statement on recent shifts in indigenous education, and new approaches to explore, develop, and improve comparative education and policy research globally. Contributing authors examine several social justice issues related to indigenous education. In addition to case perspectives from 12 countries and global regions, the volume includes five conceptual chapters on topics that influence indigenous education, including policy debates, the media, the united nations, formal and informal education systems, and higher education.

This book sheds light on the nexus of driving factors for the paradigm shift, based on the chapters on emerging state and nonstate actors and discourse on post-EFA agendas. Special attention will be given to actors in the Asia-Pacific region, which simultaneously demonstrate diversity and common regional features.

Despite China's clear and growing importance on the world stage, it remains often and easily misunderstood. Indeed, there are many Chinas, as this comprehensive survey, the most current and authoritative introduction available, vividly illustrates. Now in a thoroughly revised and updated edition, this text traces the changes occurring in this powerful and ancient nation across both time and space. Beginning with China's diverse landscapes and environments, and continuing through its formative history and tumultuous recent past, the authors show contemporary China as a product of both internal and external forces. They consider historical and current successes and difficulties, including economic, political, cultural, and environmental challenges, while placing China in its international context as a massive, developing, diverse nation that is meeting the needs of its 1.4 billion citizens while becoming an aggressive major regional and global player. Through clear prose and 160 insightful maps, tables, and photos, China's Geography illustrates and explains the great economic, political, and social differences found throughout China's many regions. Accompanying the book is a companion website that provides a wealth of additional materials, including sample lectures, color versions of all the graphics, time series and provincial data files for student projects in Excel, lists of favorite films and websites, and public domain maps for student use.

Market reform, financial decentralization, and economic globalization have greatly accentuated China's social and regional inequalities. Education is expected to address these inequalities in a context of rapid social change, including the rise of an urban middle class, changed status of women, resurgence of ethnic identities, growing rural to urban migration, and lingering poverty in remote areas. But some argue that state policies have not sufficiently addressed inequitable practices, and that schools actually perpetuate and reproduce inequities, giving rise to a new system of social stratification driven more by market forces than socialist principles. Featuring all original, previously unpublished material, this volume examines this argument through analysis of selected aspects of educational stratification in China during the reform era. Chapters focus on the new urban middle class, poor rural residents, the migrant population in urban areas, rural girls, and ethnic minorities. The contributors are established scholars in the field, and they build a conceptual framework for assessing the degree to which China's educational reforms are inclusive, equitable, and integrative across social categories and groups.