A rare insider's view of educational development and problems in
China since economic reform began in 1978, this volume critically
examines the issue of political socialization through curriculum
and compares the curriculum used during the Cultural Revolution
with that compiled and used throughout China in 1988. Also explored
are problems with student dropouts and teacher motivation in rural
education and government-supported nonformal education; the
tracking system and vocational education development in urban
schools; problems that came about with economic and political
reform; and the issue of inequality existing between and within
rural and urban schools.
Turning to recent decentralization efforts in school
administration, Jing Lin analyzes evidence suggesting that
educational policy is politically controlled. Additionally, the
development of educational research in the 1980s and 1990s
constitutes the topic of one chapter, based on hundreds of
published books and papers. Finally, Lin reflects on the massive
student movement that arose in the spring of 1989 and delineates
the social, economic, and political changes that sparked it. This
final section treats these educational changes as an interconnected
whole that underlay the movement and gave it such distinctive
characteristics as nonviolence and a rational, constructive
outlook.
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