Migrant Workers' Education in China Changing Discourses and Practices
Produktdetaljer
Om bidragsyterne
Fusheng Jia is Visiting Fellow in the School of Education and Lifelong Learning, University of East Anglia, UK.<p>This book is a timely contribution to understanding migrant workers’ lifelong learning experiences in the perplexing social environment in today’s China. Its vivid and informative narratives, grounded in rich ethnographic data, have unpacked the complex conditions for migrant workers to achieve personal development while struggling to meet survival needs.</p>
Pu Shi, Lecturer, Beijing Foreign Studies University, China
Based on an extended period of ethnographic research and observation of migrant workers’ educational programmes, this book presents a theoretical exploration of social and educational issues in an industrialised area in south China. It highlights the tensions existing between the traditional ideology stressing collectivism, selfless devotion and teacher-centred teaching, and the new social practices promoting commercialization, personal development and interactive teaching. The author provides first-hand descriptions and analyses of rural-urban migrant workers’ lives, work and education. He develops the ethnographic approach by analysing the tensions and contradictions in the implementation processes of educational policies in the region.
The book argues that the educational programmes, which focused on elite workers to support the development of industrialization and urbanization projects, assisted migrant workers as students in promoting their aspirations. However, this also stratified migrant workers, thus increasing gaps in socioeconomic status and professional development. Education policy design and implementation are observed as a dynamic process, thus contributing to a nuanced understanding of adult education and migration at a micro level.
List of Figures
Series Editors' Foreword
Acknowledgements
1. Migration and Adult Learning in China
2. Reflexivity, Processes and Assemblages
3. Exploring Different Voices in Education Policies
4. Exploring the Teaching Force
5. Exploring Pedagogical Practice
6. Exploring Outward Development
7. Examining Assessment of Students
8. Adult Learning Practices and Changing Subjectivities
9. Assemblage, Tensions and Social Change
References
Index
This series explores the complex relationship between adult learning and social change. Instead of the common focus on adult literacy as kick-starting development, the series considers how adult learning and literacy can also emerge from processes of social change. Each volume introduces new theoretical and methodological lenses to investigate insights into adult learning and literacy based on original empirical research by the authors. Recognising that Governments from the Global North as well as the Global South have recently signed up to the Sustainable Development Goals, this series brings together research conducted in a wide range of countries, including Malawi, Nepal, China, the Philippines and the UK.
ADVISORY BOARD
Lesley Bartlett (University of Wisconsin, USA)
Maria Lucia Castanheira (Federal University of Minas Gerais, Brazil)
Mostafa Hasrati (Seneca College, Canada)
Li Jiacheng (East China Normal University, China)
Judy Kalman (CINVESTAV, Mexico)
Simon McGrath (University of Nottingham, UK)
Tonic Maruatona (University of Botswana, Botswana)
Tony Mays (Commonwealth of Learning)
Hendrik Nordvall (Mimer, The Swedish Network for Research on Popular Education, Sweden)
Mastin Prinsloo (University of Cape Town, South Africa)
Anita Rampal (University of Delhi, India)
Bonnie Slade (University of Glasgow, UK)