Governing "Suzhi" and Curriculum Reform in Rural Ethnic China: Viewpoints from the Miao and Dong Communities in Qiandongnan

Autor/in	Wu, Jinting
Titel	Governing "Suzhi" and Curriculum Reform in Rural Ethnic China: Viewpoints from the Miao and Dong Communities in Qiandongnan
Quelle	In: Curriculum Inquiry, 42 (2012) 5, S.652-681 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0362-6784
DOI	10.1111/j.1467-873X.2012.00611.x
Schlagwörter	Teaching Methods; Curriculum Development; Ethnography; Foreign Countries; Educational Change; Creative Development; Historiography; Rural Areas; Change Strategies; Educational Quality; Ethnic Groups; Cultural Context; Politics of Education; Intellectual History; Educational Practices; Educational Development; Educational Policy; China + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Ethnografie; Ausland; Bildungsreform; Geschichtsschreibung; Rural area; Ländlicher Raum; Lösungsstrategie; Quality of education; Bildungsqualität; Ethnie; Educational policy; Bildungspolitik; Geistesgeschichte; Bildungspraxis; Bildungsentwicklung; Politics of education
Abstract	This article examines the uptake of "suzhi"--roughly glossed as "quality"--in China's recent curriculum reform called "suzhi jiaoyu" (Education for Quality) in the rural ethnic context of Qiandongnan. It engages with three layers of analysis. First is a brief etymological overview of "suzhi" to map out its cultural politics in contemporary China. Agamben's theorization of People/people is invoked to elucidate how the keyword embeds the differentiation of bodies and the fabrication of the "others" through a civilizing mission. Second, the article surveys the genealogy of "suzhi" ideas-practices as the historical project of making the ideal personhood. It examines how "suzhi's" entanglement in Chinese historiography constitutes the moving target for the formation of educational subjects. Third, the article draws from my ethnographic research in southwest China to investigate "suzhi's" enactment in compulsory schooling and current curriculum reform. It provides nuanced empirical accounts to illuminate how "suzhi"/quality is understood, contested, and reappropriated in everyday pedagogical practices; how the bifurcated front- and backstage maneuvering in two village schools trouble the salvationary overtone of the "suzhi"-oriented curriculum reform. The lens of performativity is harnessed to move beyond the "loose coupling" theory and suggest undecidable interstices in the production of pedagogical subjectivity. Furthermore, this section explores how "suzhi jiaoyu" sits in a jarring relationship with indigenous cosmology to produce epistemic dissonance and disenchantment towards schooling. The article concludes with a call for provincializing the "universal" notion of quality and for a productive in thinking about the limit-points of schooling. (Contains 30 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10