Educational Discipline, Ritual Governing, and Chinese Exemplary Society: Why China's Curriculum Reform Remains a Difficult Task

Autor/in	Wu, Jinting
Titel	Educational Discipline, Ritual Governing, and Chinese Exemplary Society: Why China's Curriculum Reform Remains a Difficult Task
Quelle	In: Policy Futures in Education, 14 (2016) 6, S.721-740 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1478-2103
DOI	10.1177/1478210316645248
Schlagwörter	Rural Areas; Creativity; Educational Change; Educational History; Ethnography; Social Status; Educational Administration; Educational Quality; Tests; Teaching Methods; Discourse Analysis; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Rural area; Ländlicher Raum; Kreativität; Bildungsreform; History of education; Bildungsgeschichte; Ethnografie; Sozialer Status; Bildungsverwaltung; Schuladministration; Schulverwaltung; Quality of education; Bildungsqualität; Examination; Prüfung; Examen; Teaching method; Lehrmethode; Unterrichtsmethode; Diskursanalyse
Abstract	This article explores the exam-oriented, ritualistic, and exemplary Chinese education system through a double-layered historical and ethnographic analysis. Firstly, I examine three aspects of the educational governing complex--exemplarity, ritual, and examination. Historically, education has been a key locus to craft exemplary subjects through rituals and imitation of models, and this is reinforced by exams to justify social hierarchy. The production of subjectivities in Chinese schools has never been too far removed from these aspects of exemplarity, ritual, and examination. Secondly, I offer an account of the contested "quality curriculum reform" in rural China. While the reform aims to foster creativity and criticizes the overemphasis on exams, classroom rituals, and exemplary icons, its implementation renormalizes the tripartite governing paradigm and produces a contradictory mix of subjectifying discourses in everyday school lives. The study shows that contemporary pedagogic discourse is still rooted in traditional elements, even if the reform aims to do away with, however partially, these elements. In the multi-layered field of Chinese education, pedagogical actors both abide by and react against the historical and contemporary visions of educational governing with hybrid subjectivities. The study sheds light on why China's curriculum reform is far from an easy task. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01