By concentrating on the topic of school enrolment policy for
rural-to-urban migrant children in China, this book analyses the
unequal power relations and structural inequalities that can appear
in the context of education. The author complements current
knowledge by applying theoretical resources of policy sociology, in
particular the thinking of Pierre Bourdieu, into analysis of
educational policymaking in the Chinese context. He takes a policy
trajectory approach to trace the (unequal) power relations and
structural inequalities invested and realised in the school
enrolment policy. Rooted in rich qualitative data from five
metropolises, he examines both external influences of politics,
economy and public policy on educational policy agenda setting and
discursive practices within the educational policy cycle, inherent
in the post-2013 restrictive school enrolment policy. Structural
constraints and agency in the local context are also explored,
indicating that the intersectional effects of political, economic,
and civic logic can result in differentiated modes of policy
enactment. The study will be of interest to scholars, students,
policymakers and practitioners in helping address policymaking and
social justice in education for migrants and other marginalised
groups.
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