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The Politics, Practices, and Possibilities of Migrant Children Schools in Contemporary Chin

This book examines the dynamics surrounding the education of children in the unofficial schools in China’s urban migrant communities. This ethnographic study focuses on both the complex structural factors impacting the education of children attending unofficial migrant children schools and the personal experiences of individuals working within these communities. As the book illustrates in careful detail, the migrant children schools serve a critical function in the community by serving as a hub for organized collective action around shared grievances related to issues of education, employment, wellbeing, and other social rights. In turn, the development of a collective identity among teachers, students, parents, and other members in the migrant communities makes it possible for activists to begin to working to address multiple forms of discrimination and maltreatment while simultaneously moving towards the possibility of more profound social transformation.

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Detail Information
Series Title
Palgrave Studies on Chinese Education in a Global Perspective
Call Number
-
Publisher
: Palgrave Macmillan New York.,
Collation
XVII, 185
Language
English
ISBN/ISSN
978-1-137-50900-0
Classification
NONE
Content Type
-
Media Type
computer
Carrier Type
-
Edition
1
Subject(s)
Educational Policy and Politics,
Curriculum Studies,
Specific Detail Info
-
Statement of Responsibility
Other Information
Cataloger
Suwardi
Source
https://link.springer.com/book/10.1057/978-1-137-50900-0
Validator
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Digital Object Identifier (DOI)
-
Journal Volume
-
Journal Issue
-
Subtitle
-
Parallel Title
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  • The Politics, Practices, and Possibilities of Migrant Children Schools in Contemporary China
    This book examines the dynamics surrounding the education of children in the unofficial schools in China’s urban migrant communities. This ethnographic study focuses on both the complex structural factors impacting the education of children attending unofficial migrant children schools and the personal experiences of individuals working within these communities. As the book illustrates in careful detail, the migrant children schools serve a critical function in the community by serving as a hub for organized collective action around shared grievances related to issues of education, employment, wellbeing, and other social rights. In turn, the development of a collective identity among teachers, students, parents, and other members in the migrant communities makes it possible for activists to begin to working to address multiple forms of discrimination and maltreatment while simultaneously moving towards the possibility of more profound social transformation.
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