Purpose Inspired by Kuan-Hsing Chen's “Asia as method,” this study investigates a multicultural approach to education. Using East Asia the frame of reference, explores multiculturalism in middle school classrooms Chinese Taiwan. Design/Approach/Methods Semistructured interviews were conducted with principals, administrators, and teachers at known for its diversity work. Data coded based on conceptual framework emergent themes analyzed using NVivo. Findings elucidate harmony-oriented adopted...

This special issue focuses on the education of rural youths who have been influenced by China’s rural-to-urban migration, probably among largest in human history (UNICEF 2014, 112). In contempo...

Abstract The Chinese state's commitment to improve teaching quality in rural regions is a key component of national efforts close the rural–urban education gap. In this paper, we investigate an understudied but critical dimension teaching: teacher expectations. We employ longitudinal data gathered Gansu Province 2000 and 2007 first examine whether expectations for youth are conditioned by students’ social origin background characteristics. Next, determine predictive accuracy their Our...

In this article, Lisa Yiu examines how migrant students attending public schools in Shanghai perceive teachers as uncaring and the majority of claim they are disempowered from caring. She contends that recent reforms, which aim to “care” for youth through inclusion into schools, may be having opposite effect, arguing nature contact between educators is structured by conflicting state policies on citizenship, constrain caring way desire. Yiu's findings problematize scholarship children's...

Drawing on two multi-site ethnographic projects in Beijing and Shanghai, we explore how teachers both public schools for migrant children have responded to state policies that restrict educational opportunities students. We argue the importance of political context re-conceptualising empowerment by raising question 'empowerment from what?' By making explicit what is normalised, problematise ways which predominant definition has marginalised trivialised experiences educators who are also...

This mixed method study analyzes rural migrant children's academic experiences in two Shanghai public schools when 2012 PISA scores were administered. It contributes empirical evidence on how hukou status shapes educational inequality contemporary China. Since migrants are ineligible for the high-stakes test Shanghai's senior secondary admission, teachers diverted resources towards urban children at expense of migrants, regardless potential. Such "successful" teaching practices to maximize...

Via a cross-national and longitudinal analysis, this study seeks to understand whether what extent school textbooks portray children as entities with status agency. Our core argument is that in world which individuals are imagined central national progress, the extension of individual personhood citizenship associated their increased enhanced Using 495 from 76 countries, we analyse trends 1970 2012 well textbook-, country-, global-level characteristics explain changes mentions children's...