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| governing educational desire: Governing Educational Desire Andrew B. Kipnis, 2011-02-15 Parents in China greatly value higher education for their children, but the intensity and effects of their desire to achieve this goal have largely gone unexamined—until now. Governing Educational Desire explores the cultural, political, and economic origins of Chinese desire for a college education as well as its vast consequences, which include household and national economic priorities, birthrates, ethnic relations, and patterns of governance. Where does this desire come from? Andrew B. Kipnis approaches this question in four different ways. First, he investigates the role of local context by focusing on family and community dynamics in one Chinese county, Zouping. Then, he widens his scope to examine the provincial and national governmental policies that affect educational desire. Next, he explores how contemporary governing practices were shaped by the Confucian examination system, uncovering the historical forces at work in the present. Finally, he looks for the universal in the local, considering the ways aspects of educational desire in Zouping spread throughout China and beyond. In doing so, Kipnis provides not only an illuminating analysis of education in China but also a thought-provoking reflection on what educational desire can tell us about the relationship between culture and government. |
| governing educational desire: International Mobility and Educational Desire Peidong Yang, 2016-06-22 This book examines the Singapore government’s controversial practice of recruiting students from China and granting them full scholarships on the condition of a service “bond”. It offers detailed ethnographic accounts of the Chinese “foreign talent” students’ educational and cross-cultural experiences in Singapore to illustrate the complex intersections between international mobility and educational desire. In doing so, the book presents contemporary Singapore society’s concerns over immigration and cross-cultural encounters from a unique perspective. |
| governing educational desire: "Changing Fate" Helena Obendiek, 2016 “In this compelling ethnography of the causes and effects of educational desire in an extremely impoverished corner of Gansu province, Helena Obendiek pays particular attention to the complex social networks which fund students’ education, placing them in relations of debt to their home villages and extended families. Her fieldwork took her to these villages, to the county high schools and to the urban settings where the educationally successful attempt to land jobs. The result is a rich and holistic portrait.” Andrew Kipnis, Australian National University |
| governing educational desire: The Good Child Jing Xu, 2017-08-08 Chinese academic traditions take zuo ren—self-fulfillment in terms of moral cultivation—as the ultimate goal of education. To many in contemporary China, however, the nation seems gripped by moral decay, the result of rapid and profound social change over the course of the twentieth century. Placing Chinese children, alternately seen as China's greatest hope and derided as self-centered little emperors, at the center of her analysis, Jing Xu investigates the effects of these transformations on the moral development of the nation's youngest generation. The Good Child examines preschool-aged children in Shanghai, tracing how Chinese socialization beliefs and methods influence their construction of a moral world. Delving into the growing pains of an increasingly competitive and changing educational environment, Xu documents the confusion, struggles, and anxieties of today's parents, educators, and grandparents, as well as the striking creativity of their children in shaping their own moral practices. Her innovative blend of anthropology and psychology reveals the interplay of their dialogues and debates, illuminating how young children's nascent moral dispositions are selected, expressed or repressed, and modulated in daily experiences. |
| governing educational desire: Life Advice from Below Eric C. Hendriks, 2017-07-03 In Life Advice from Below, Eric C. Hendriks offers the first systematic, comparative study of the globalization of American-style self-help culture and the cultural conflicts this creates in different national contexts. The self-help guru is an archetypical American figure associated with individualism, materialism and the American Dream. Nonetheless, the self-help industry is spreading globally, thriving in China and other seemingly unlikely places. Controversy follows in its wake, as the self-help industry, operating outside of formal education and state institutions, outflanks philosophical, religious and political elites who have their own visions of the Good Life. Through a comparison of Germany and China, Hendriks analyzes how the competition between self-help gurus and institutional authorities unfolds under radically different politico-cultural regimes. “This witty book charms its way through a very serious sociology of the seriously quirky field of self-help books. Read it for its fascinating pop-culture insights and you’ll come away with a deep understanding of contemporary sociological theory. Highly recommended.” - Salvatore Babones, University of Sydney “Hendriks’ finding that Germany rather than China is more resistant to self-help gurus offers a powerful corrective to the assumption in much of the globalization literature that the greatest cultural divide is between the Anglo-Western European sphere and the rest of the globe.” - Rodney Benson, New York University |
| governing educational desire: The Children of China's Great Migration Rachel Murphy, 2020-08-20 Rachel Murphy explores Chinese children's experience of having migrant parents and the impact this has on family relationships in China. |
| governing educational desire: Preferential Education Policies in Multi-ethnic China Naomi C.F. Yamada, 2020-10-29 Preferential Education Policies in Multi-ethnic China: National Rhetoric, Local Realities explores the cultural logic of China’s preferential policy measures. Similar in premise but different in practice and philosophy to American affirmative action, the preferential policies evoke controversy on all sides: from those who see the measures as insufficient to address problems of educational disparities between ethnic groups, and from those who see the measures as reverse discrimination. Yamada shows how the policy measures attempt to manage ethnic-based contradictions and appease both majority and minority populations. |
| governing educational desire: Visions of Marriage Hsiao-Chiao Chiu, 2023-07-14 Grounded in multi-generational stories from Kinmen in Taiwan, Visions of Marriage explores the historical entanglements between the pursuit of new personal and national futures. Focusing on the relational and future-making aspects of marriage, the ethnography highlights the intersection of transformations across familial generations and shifting political economies in Taiwan, and more globally. While theories of modernity often treat marriage as an index of social change, without adequate attention to its transformative capacities generated through personal and familial agency, this volume provides comparative insights on family change and demographic shifts in Asia. |
| governing educational desire: Reconsidering Chinese Citizenship Canglong Wang, Zhenzhou Zhao, Zhonghua Guo, 2025-04-03 This book reconsiders the concept of Chinese citizenship through the lens of cultural traditions and their deep historical roots. It challenges the state’s monolithic interpretation of culture, exploring how cultural practices influence citizenship in modern China. The contributors to this volume examine how various actors, from government forces to grassroots activists, engage in culture-informed citizenship practices. They highlight the role of political ideology, spirituality, Confucianism, and minority religious traditions in shaping citizenship discourse. By broadening the understanding of Chinese citizenship beyond its Western-centric frameworks, this book delves into issues of socioeconomic injustice, cultural recognition, and the negotiation of civic rights. Readers are offered new perspectives on how China’s unique cultural heritage intertwines with its political structures, providing a nuanced understanding of citizenship in rapidly changing societies. This thought-provoking analysis will engage anyone interested in Chinese politics, culture, and the development of citizenship in a global context. The chapters in this book were originally published as a special issue of Citizenship Studies. |
| governing educational desire: Rights, Cultures, Subjects and Citizens Susanne Brandtstädter, Peter Wade, Kath Woodward, 2013-09-13 This book questions the political logic of foregrounding cultural collectives in a world shaped by globalization and neoliberalization. Throughout the world, it is no longer only individuals, but increasingly collective cultures who are made responsible for their own regulation, welfare and enterprise. This appears as a surprising shift from the tenets of classical liberalism which defined the ideal subject of politics as the unencumbered self- the free, equal and self-governing individual. The increasing promotion and recognition of cultural rights in international legislation, multiculturalism, and public debates on culture as a political problem more generally indicate that culture has become a more central terrain for governance and struggles around rights and citizenship. On the basis of case studies from China, Latin America, and North America, the contributors of this book explore the links between culture, civility, and the politics of citizenship. They argue that official reifications of culture in relation to citizenship, and even the recognition of cultural rights, may obey strategies of governance and control, but that citizens may still use new cultural rights and networks, and the legal mechanisms that have been created to protect them, in order to pursue their own agendas of empowerment. This book was originally published as a special issue of Economy and Society. |
| governing educational desire: Towards a New Development Paradigm in Twenty-First Century China Eric Florence, Pierre Defraigne, 2012-10-02 This book argues that the current state of China requires an important paradigm shift in the way the party-state manages the country’s development, and goes on to assess the fitness of the party-state for implementing such a paradigm shift and the likelihood of the party-state bringing this about. It brings together an examination of the very latest situation in a range of key areas where current developments have the potential to undermine substantially the status quo, areas such as the recent economic crisis and the resulting economic slowdown, increasing labour unrest, mounting calls for social justice, worsening urban-rural disparity, the urgent need to implement social welfare programmes, the rise of civil society, and the impact of new media. Overall, the book provides a thorough appraisal of the difficulties which China currently faces. |
| governing educational desire: Handbook of Research on Teaching Drew Gitomer, Courtney Bell, 2016-05-19 The Fifth Edition of the Handbook of Research on Teachingis an essential resource for students and scholars dedicated to the study of teaching and learning. This volume offers a vast array of topics ranging from the history of teaching to technological and literacy issues. In each authoritative chapter, the authors summarize the state of the field while providing conceptual overviews of critical topics related to research on teaching. Each of the volume's 23 chapters is a canonical piece that will serve as a reference tool for the field. The Handbook provides readers with an unaparalleled view of the current state of research on teaching across its multiple facets and related fields. |
| governing educational desire: Managing Legitimacy Zhen Tao, 2024-12-31 From an out-of-school perspective, the book studies private supplementary tutoring, also widely known as shadow education within the Chinese education landscape. The author presents an organizational ethnography of Smart English, a private English tutoring center in Beijing. Using the concept of “organizational legitimacy” from organizational institutionalism as its framework, the study provides a detailed account of the center’s daily operations. It examines how the organization manages its legitimacy while navigating regulations, providing private supplementary tutoring, and addressing public skepticism. The book documents the typical operations of such institutions in Chinese mainland before stringent regulations disrupted their activities, serving as a “salvage” record. This book enriches educational ethnographies and will appeal to academics of shadow education, Chinese education, and ethnography. |
| governing educational desire: High School for All in East Asia Shinichi Aizawa, Mei Kagawa, Jeremy Rappleye, 2018-07-24 Although late to industrialize, East Asia has witnessed rapid development whilst maintaining some of the highest educational enrollment rates and indicators of academic achievement globally. From major players, such as China, to small city-states, such as Singapore, economic success and the growth of education have seemingly unfolded simultaneously. This book seeks to better understand the relationship between these powerful economies and their commitment to educational expansion. Exploring the universalization of upper secondary schooling, it assesses the social foundations of the region’s economic development. Chapters covering each of the countries of East Asia trace how upper secondary school functions as the support for the mass manufacturing labor force, which has been instrumental in East Asian economic expansion. These analyses then compare the experiences of the different nations along two major axes: the relationship between public and private provision and the balance between general and vocational tracks. Finally, the analyses go on to examine recent trends, including the slowing of social development and declining fertility, and ultimately asks, can East Asia maintain its world leading development and educational standards in coming decades? Combining a wealth of quantitative data and policy analyses, this book will be useful to students and scholars of Asian and international education. |
| governing educational desire: Routledge Handbook of Chinese Culture and Society Kevin Latham, 2020-02-27 The Routledge Handbook of Chinese Culture and Society is an interdisciplinary resource that offers a comprehensive overview of contemporary Chinese social and cultural issues in the twenty-first century. Bringing together experts in their respective fields, this cutting-edge survey of the significant phenomena and directions in China today covers a range of issues including the following: State, privatisation and civil society Family and education Urban and rural life Gender, and sexuality and reproduction Popular culture and the media Religion and ethnicity Forming an accessible and fascinating insight into Chinese culture and society, this handbook will be invaluable to students and scholars across a range of disciplines, including anthropology, sociology, area studies, history, politics and cultural and media studies. |
| governing educational desire: Engaging University Students Hamish Coates, Alexander C. McCormick, 2014-04-18 This book provides university teachers, leaders and policymakers with evidence on how researchers in several countries are monitoring and improving student engagement—the extent to which students are exposed to and participate in effective educational practices. It captures insights from international implementations of the National Survey of Student Engagement (NSSE), developed in the United States. In the last half decade NSSE has been adapted and used in several other countries, producing the largest international collaboration yet involving educationally relevant data on students’ engagement in higher education. Leaders of established national collaborations draw on their experiences with hundreds of institutions to contribute their insights. Framed by their cultural and educational contexts, they discuss issues concerning first-year learners, international students, part-time and distance learners, as well as teaching and leadership in support of student learning. Each chapter outlines strategies based on national case studies and presents perspectives supported by concrete examples of how these have played out in diverse settings. The book suggests mechanisms that can be used by institutions, ministries and quality agencies around the world. |
| governing educational desire: Confucius and Crisis in American Universities Amy Stambach, 2014-05-23 China’s investment in U.S. higher education has raised considerable debate, but little research has been directed to the manner in which this investment unfolds and takes shape on the ground in local contexts. Confucius and Crisis in American Universities fills this gap by closely investigating how Chinese-funded U.S. programs are understood and configured in the modern American university. Drawing on interviews with Chinese teachers and their American students, as well as conversations with university administrators, this book argues that Chinese investment in American higher education serves as a broad form of global policy, harnessing the power of intercultural exchange as a means of managing international diplomatic relations through the experiences of university students. A transnational study, Confucius and Crisis in American Universities questions and reframes conventional notions of economic globalization and flexible citizenship, demonstrating how Chinese investment in U.S. education advances the lives of the already-privileged by creating access to overseas labor and markets, but to the exclusion of middle- and working-class students. A valuable and timely resource for scholars of education and anthropology, this book will also be useful to anyone interested in education policy or international affairs. |
| governing educational desire: Schooling for Sustainable Development Across the Pacific John Chi-Kin Lee, Rob Efird, 2014-05-23 Environmental education (EE) and education for sustainable development (ESD) are asserting their growing role in curricula around the world, yet how deeply embedded are they in the learning systems of the Pacific nations? Building on an earlier analysis in China and Taiwan, this volume expands its purview to examine the quality and extent of environmental and sustainable development education in a number of countries in the Asia-Pacific region, including China itself, Taiwan, South Korea, Japan and Indonesia. As well as offering detailed national analyses provided by Asian-Pacific academics and professionals, this work includes examples in the US and Canada and an introduction that assesses the contrasting challenges and positive commonalities among diverse education systems. The chapters reflect leading-edge practice, innovation, and depth of experience and at the same time as detailing locally relevant and culturally appropriate strategies they also provide clear models and strategies for expanding the application and influence of education for sustainable development elsewhere. In doing so, they mirror the global nature of environmental issues as well as the local nature of the solutions. |
| governing educational desire: The Demoralization of Teachers Dan Wang, 2013-05-16 This book offers a rich ethnographic account that meticulously portrays teachers’ life and work, hopes and despairs, and daily struggles within and beyond a Chinese rural school. Through a vivid narrative, the book elucidates little by little the structural, systemic causes for the local predicaments and reveals the profound moral crisis in the Chinese society after decades of the capitalist economic reform. |
| governing educational desire: Fragile Elite Susanne Bregnbaek, 2016-03-09 China's One Child Policy and its rigorous national focus on educational testing are well known. But what happens to those lucky few at the very top of the pyramid: elite university students in China who grew up under the One Child Policy and now attend the nation's most prestigious universities? How do they feel about having made it to the top of an extremely competitive educational system—as their parents' only child? What pressures do they face, and how do they cope with the expectations associated with being the best? Fragile Elite explores the contradictions and perplexities of being an elite student through immersive ethnographic research conducted at two top universities in China. Susanne Bregnbæk uncovers the intimate psychological strains students suffer under the pressure imposed on them by parents and state, where the state acts as a parent and the parents reinforce the state. Fragile Elite offers fascinating insights into the intergenerational tensions at work in relation to the ongoing shift in educational policy and definition of what a quality student, child, and citizen is in contemporary China. |
| governing educational desire: Children in China Orna Naftali, 2016-03-31 Chinese childhood is undergoing a major transformation. This book explores how government policies introduced in China over the last few decades and processes of social and economic change are reshaping the lives of children and the meanings of childhood in complex, contradictory ways. Drawing on a broad range of literature and original ethnographic research, Naftali explores the rise of new ideas of child-care, child-vulnerability and child-agency; the impact of the One-Child Policy; and the emergence of children as independent consumers in the new market economy. She shows that Chinese boys and increasingly girls, too are enjoying a new empowerment, a development that has met with ambiguity and resistance from both caregivers and the state. She also demonstrates how economic restructuring and the recent waves of rural/urban migration have produced starkly unequal conditions for children’s education and development both in the countryside and in the cities. Children in China is essential reading for students and scholars seeking a deeper understanding of what it means to be a child in contemporary China, as well as for those concerned with the changing relationship between children, the state and the family in the global era. |
| governing educational desire: Handbook on Class and Social Stratification in China Yingjie Guo, 2016-01-29 This comprehensive and interdisciplinary Handbook illustrates the patterns of class transformation in China since 1949, situating them in their historical context. Presenting detailed case studies of social stratification and class formation in a wide range of settings, the expert international contributors provide invaluable insights into multiple aspects of China’s economy, polity and society. The Handbook on Class and Social Stratification in China explores critical contemporary topics which are rarely put in perspective or schematized, therefore placing it at the forefront of progressive scholarship. These include; • state power as a determinant of life chances • women’s social mobility in relation to marriage • the high school entrance exam as a class sorter • class stratification in relation to health • China’s rural migrant workers and labour politics. Eminently readable, this systematic exploration of class and stratification will appeal to scholars and researchers with an interest in class formation, status attainment, social inequality, mobility, development, social policy and politics in China and Asia. |
| governing educational desire: Schoolishness Susan D. Blum, 2024-05-15 In Schoolishness, Susan D. Blum continues her journey as an anthropologist and educator. The author defines schoolishness as educational practices that emphasize packaged learning, unimaginative teaching, uniformity, constant evaluation by others, arbitrary forms, predetermined time, and artificial boundaries, resulting in personal and educational alienation, dependence, and dread. Drawing on critical, progressive, and feminist pedagogy in conversation with the anthropology of learning, and building on the insights of her two previous books Blum proposes less-schoolish ways of learning in ten dimensions, to lessen the mismatch between learning in school and learning in the wild. She asks, if learning is our human superpower, why is it so difficult to accomplish in school? In every chapter Blum compares the fake learning of schoolishness with successful examples of authentic learning, including in her own courses, which she scrutinizes critically. Schoolishness is not a pedagogical how-to book, but a theory-based phenomenology of institutional education. It has moral, psychological, and educational arguments against schoolishness that, as Blum notes, rhymes with foolishness. |
| governing educational desire: Building Better Universities Jos Boys, 2014-11-13 Building Better Universities provides a wide-ranging summary and critical review of the increasing number of groundbreaking initiatives undertaken by universities and colleges around the world. It suggests that we have reached a key moment for the higher education sector in which the services, location, scale, ownership, and distinctiveness of education are being altered dramatically, whether universities and colleges want it or not. These shifts are affecting traditional assumptions about both the future ‘shape’ of higher education institutions, and the roles of—and relationships between—learners, teachers, researchers, managers, businesses, communities and other stakeholders. Building Better Universities aims to bridge the gap between educational ideas about what the university is, or should be ‘for’, and its day-to-day practices and organisation. It roams across strategic, operational, and institutional issues; space planning and building design; and technological change, in order to bring together issues that are often dealt with separately. By analysing the many challenges faced by higher education in the contemporary period, and exploring the various ways universities and colleges are responding, this powerful book aims to support a ‘step-change’ in debates over the future of higher education, and to enable senior managers and faculty to develop more strategic and creative ways of enabling effective twenty-first-century learning in their own institutions. |
| governing educational desire: Cultivating the Confucian Individual Canglong Wang, 2023-06-26 This book explores the complexities of cultivating ‘Confucian individuals’ through classics study in contemporary China by drawing on the individualization thesis and its implications for the Confucian education revival. Based on ethnographic fieldwork conducted at a Confucian classical school, three topics are investigated: parents’ narratives and actions related to ‘dis-embedding’ their children from mainstream state education and transferring them to Confucian education as an alternative; the specific discourses and practices of teaching and learning the classics in everyday school life, guided by the aim of training students to become autonomous learners; and the institutional and subjective dilemmas that arise when parents and students seek to ‘re-embed’ themselves in either the state education system or further Confucian studies at an advanced academy for the next stage of education. The research presented in this book contributes to understanding the hidden dynamics of individualization in the Confucian education revival and the intricacies of subject-making through Confucian teaching and learning in the socialist state of China. |
| governing educational desire: Trajectories in the Development of Modern School Systems Daniel Tröhler, Thomas Lenz, 2015-05-15 As contemporary education becomes increasingly tied to global economic power, national school systems attempting to influence one another inevitably confront significant tensions caused by differences in heritage, politics, and formal structures. Trajectories in the Development of Modern School Systems provides a comprehensive theoretical and empirical critique of the reform movements that seek to homogenize schooling around the world. Informed by historical and sociological insight into a variety of nations and eras, these in-depth case studies reveal how and why sweeping, convergent reform agendas clash with specific institutional policies, practices, and curricula. Countering current theoretical models which fail to address the potential pressures born from these challenging isomorphic developments, this book illuminates the cultural idiosyncrasies that both produce and problematize global reform efforts and offers a new way of understanding curriculum as a manifestation of national identity. |
| governing educational desire: Empowering Educators Patrick Alan Danaher, Karen Noble, Kevin M. Larkin, Marta Kawka, Henriette van Rensburg, Lyn Brodie, Henriette Rensburg, 2016-04-29 Educators cannot empower their students without being empowered themselves. This book presents a number of proven principles and successful strategies that have been demonstrated by rigorous research to be effective in assisting teachers to carry out their fundamental mission of helping their students to achieve significant learning outcomes. |
| governing educational desire: New Scots Tom M. Devine, 2018-06-21 First ever book-length study of Scotland's immigrant communities since 1945This is the first wide-ranging, cross-disciplinary overview of immigration to Scotland in recent history and its impact on both the newcomers and the host society. It examines key themes relating to postwar migration by showcasing the experiences of many of Scotland's most striking immigrant communities of people arriving from England, Poland, India, Pakistan, China, the Caribbean and the African continent. New Scots also features analysis of asylum seekers and refugees, along with Jewish and Roma migrants, and includes a chapter on migrant voting patterns during the Independence Referendum of 2014.Framed in chronological, thematic and international contexts, New Scots offers its readers a penetrating understanding of immigration, one of the most crucial issues confronting the United Kingdom today.ContributorsEona Bell has held post-doctoral positions at the SOAS Food Studies Centre and SOAS China Institute, and is working on a book about Hong Kong Chinese families in Scotland.Stefano Bonino is the author of Muslims in Scotland: The Making of Community in a Post 9/11 World, published by Edinburgh University Press in 2016.Christopher J. Carman is the Stevenson Professor of Citizenship at the University of Glasgow.Enda Delaney is Professor of Modern History at the University of Edinburgh.T. M. Devine is Sir William Fraser Professor of Scottish History and Palaeography Emeritus at the University of Edinburgh. Nicholas J. Evans is Lecturer in Diaspora History at the University of Hull.Ailsa Henderson is Professor of Political Science at the University of Edinburgh.Ima Jackson is Lecturer in the School of Health and Life Sciences.Rob Johns is Professor of Politics at the University of Essex.Angela McCarthy is Professor of Scottish and Irish History and Director of the Centre for Global Migrations at the University of Otago, New Zealand.James Mitchell is Professor of Public Policy and Co-Director of the Academy of Government at the University of Edinburgh.Ashli Mullen is a PhD student in Sociology at the University of Glasgow, studying the racialisation of Roma in Scotland.Teresa Piacentini is Lecturer in Sociology at the University of Glasgow.Emilia Pietka-Nykaza is Lecturer in Sociology and Social Policy at the University of the West of Scotland. |
| governing educational desire: Post-socialism is Not Dead Iveta Silova, 2010-12-13 This volume will provide a comparative account of the meanings and processes of post-socialist transformations in education by exploring recent theories, concepts, and debates on post-socialism and globalization in national, regional, and international contexts. |
| governing educational desire: Inequalities in the Teaching Profession M. Moreau, 2014-05-06 Countering the commonplace view of teaching as inclusive, this collection highlights the persistence of inequalities in the teaching profession. It explores the ways in which gender, ethnicity, social class and other identity markers shape teachers' experiences in a range of institutional and national contexts. |
| governing educational desire: Between Sacred and Secular Knowledge Yanbi Hong, 2021-11-10 This book examines how different social forces, including state ideology and policies, religious culture and ethnic identities, and economic market forces, affect Muslim parents’ perceptions and attitudes toward public and religious education. Combining ethnographic fieldwork and a cognitive rationality framework, this book investigates ethnic minorities’ educational attainment and its shaping mechanisms. Instead of attributing the undereducation of ethnic minorities solely to structural factors such as economic constraints, cultural conflicts and state policies, this study focuses on the critical role of perceptions and expectations through which many structural factors function. The fieldwork in a predominantly Muslim village in northwest China reveals that public education and religious education are complementary in the daily pursuit of well-being. And the study further argues that the practical oriented logic of rural Muslims sheds light on the research of inequality in educational attainment. The book will be of interest to scholars and postgraduate students studying ethnic minority education in China. Those who are researching on Islam and Muslims’ identity, especially in a multiethnic society, may also find this research insightful and helpful. |
| governing educational desire: Constructing Modern Asian Citizenship Edward Vickers, Krishna Kumar, 2014-12-05 In many non-Western contexts, modernization has tended to be equated with Westernization, and hence with an abandonment of authentic indigenous identities and values. This is evident in the recent history of many Asian societies, where efforts to modernize – spurred on by the spectre of foreign domination – have often been accompanied by determined attempts to stamp national variants of modernity with the brand of local authenticity: ‘Asian values’, ‘Chinese characteristics’, a Japanese cultural ‘essence’ and so forth. Highlighting (or exaggerating) associations between the more unsettling consequences of modernization and alien influence has thus formed part of a strategy whereby elites in many Asian societies have sought to construct new forms of legitimacy for old patterns of dominance over the masses. The apparatus of modern systems of mass education, often inherited from colonial rulers, has been just one instrument in such campaigns of state legitimation. This book presents analyses of a range of contemporary projects of citizenship formation across Asia in order to identify those issues and concerns most central to Asian debates over the construction of modern identities. Its main focus is on schooling, but also examines other vehicles for citizenship-formation, such as museums and the internet; the role of religion (in particular Islam) in debates over citizenship and identity in certain Asian societies; and the relationship between state-centred identity discourses and the experience of increasingly ‘globalized’ elites. With chapters from an international team of contributors, this interdisciplinary volume will appeal to students and scholars of Asian culture and society, Asian education, comparative education and citizenship. |
| governing educational desire: Learner's Privilege and Responsibility Wen Ma, Chuang Wang, 2014-03-01 This book is about the learner side of the teaching and learning equilibrium, centering on the educational experiences and perspectives of Chinese students in the United States. These students ranged from kindergarteners, adolescents, undergraduate, graduate, to adult learners, across the educational spectrum. Because Chinese students are the largest cohort among all international students in the U.S., and their prior educational experiences and perspectives in China are so different from those in the U.S., exploring who they are, what their learning experiences have been, and how their learning needs can be better met, may not only allow U.S. educators to teach them more effectively, but also help the educational community in both countries better learn about and from each other. The chapters in the book examine the constructs of learner privilege and responsibility in the teaching and learning equation, cultural and linguistic challenges and transitional adjustments, self-concept, learning strategies, comparison and contrast of differences and similarities between Chinese and American students, and/or critical reflections on significant issues confronting Chinese learners. While each chapter is situated in its own research literature and connects with its own teaching and learning practices, all of them are united around the overarching themes of the book: the experiences and perspectives of diverse learners from Chinese backgrounds in the United States. The chapters also flesh out some of the larger theoretical/pedagogical issues between education in China and in the United States, provide useful lenses for rethinking about and better understanding their differences and similarities, as well as offer pertinent suggestions about how the educational community in both countries may benefit from learning about and from each other. |
| governing educational desire: Aspiration and Anxiety Christina Ho, 2020-06-02 The children of Asian migrants are often perceived to be perfect students: ambitious, studious and compliant. They are remarkably successful-routinely outperforming other students in exams, dominating selective school intakes, and disproportionately winning places at prestigious universities. While their hard work and success have been praised, their achievements have ignited fierce debates about whether their migrant parents are 'pushing too hard', or whether they ought to be lauded for their commitment to education. Critics see a dark side, symbolised by the 'tiger mother' who is obsessed with producing overachieving 'dragon children'. What is often missing in these debates is an understanding of what drives Asian migrant parents' approaches to education. This book explores how aspirations for their children's future reinforce their anxieties about being newcomers in an unequal society. |
| governing educational desire: New Civics, New Citizens , 2023-05-25 A 2023 CIES Book of the Month pick! How we think about civic participation has changed dramatically and informs our understanding of how civic education is being transformed. Nations, globally, are redefining what is needed to be a ‘good citizen’ and how they should create them. ‘Civic’ participation increasingly extends beyond voting in elections, to informal and unconventional action. Making one’s voice heard involves diverse communication media and wide-ranging skills. Young people are motivated to engagement by concern about climate change and the rights of marginalised people. Social media empower but bring the threat of extremism. Civic education – New Civics – must channel and foster these trends. To create critical, active and responsible citizenship, knowledge alone is not enough; young people need to able to take critical perspectives on a wide range of social and political issues, and to acquire the social, cognitive and organizational skills to do so. How is new civics pedagogy being manifested? What traditional practices are under scrutiny? In this volume sixteen projects in eight countries address questions in research, practices, policy and professional development. What is civic identity and how does participation reflect it? Where do new discourses and definitions come from? How do contemporary social and cultural debates and issues intersect with practice and precepts? |
| governing educational desire: Chinese Student Migration, Gender and Family Anni Kajanus, 2016-04-29 This book explores the children of Chinese single-child families who go to study abroad and in particular the increase in Chinese familial investment in daughters' education within the wider socio-moral transformation of China. |
| governing educational desire: Cooperation in Chinese Communities Charles Stafford, Ellen R. Judd, Eona Bell, 2018-12-13 When humans cooperate, what are the social and psychological mechanisms that enable them to do so successfully? Is cooperativeness something natural for humans, built in to our species over the course of evolution, or rather something that depends on cultural learning and social interaction? This book addresses these central questions concerning human nature and the nature of cooperation. The editors present a wide range of vivid anthropological case-studies focused on everyday cooperation in Chinese communities, for example, between children in Nanjing playing a ballgame; parents in Edinburgh organising a community school; villagers in Yunnan dealing with common pool resource problems; and families in Kinmen in Taiwan worshipping their dead together. On the one hand, these case studies illustrate some uniquely Chinese cultural factors, such as those related to kinship ideals and institutions that shape the experience and practice of cooperation. They also illustrate, on the other hand, how China's recent history, not least the rise and fall of collectivism in various forms, continues to shape the experience of cooperation for ordinary people in China today. Finally, they show that in spite of the cultural and historical particularity of Chinese cooperation, it does share some underlying features that would be familiar to people coming from radically different backgrounds. |
| governing educational desire: The SAGE Handbook of Contemporary China Weiping Wu, Mark Frazier, 2018-07-09 The study of contemporary China constitutes a fascinating yet challenging area of scholarly inquiry. Recent decades have brought dramatic changes to China′s economy, society and governance. Analyzing such changes in the context of multiple disciplinary perspectives offers opportunites as well as challenges for scholars in the field known as contemporary China Studies. The SAGE Handbook of Contemporary China is a two-volume exploration of the transformations of contemporary China, firmly grounded in the both disciplinary and China-specific contexts. Drawing on a range of scholarly approaches found in the social sciences and history, an international team of contributors engage with the question of what a rapidly changing China means for the broader field of contemporary China studies, and identify areas of promising future research. Part 1: Context: History, Economy, and the Environment Part 2: Economic Transformations Part 3: Politics and Government Part 4: China on the Global Stage Part 5: China′s Foreign Policy Part 6: National and Nested Identities Part 7: Urbanization and Spatial Development Part 8: Poverty and Inequality Part 9: Social Change Part 10: Future Directions for Contemporary China Studies |
| governing educational desire: Research with International Students Jenna Mittelmeier, Sylvie Lomer, Kalyani Unkule, 2023-11-02 This must-read book combines carefully selected contributions to form a collective scholarly critique of existing research with international students, focusing on key critical and conceptual considerations for research where international students are participants or co-researchers. It pushes forward new agendas for the future of research with international students in global contexts, posing new sets of problems, provocations, and possibilities. Bringing together a range of interdisciplinary scholars, this book explores the many facets of research, which centres international students and their experiences. Each chapter concludes with practical reflection questions, suggestions for researchers, and examples in existing research to support research designs and aid in developing high-quality, critical research on this topic. Bringing fresh perspectives to the topic of research with international students, the book focuses on: Outlining current problems with existing research, including the ways that international students may be stereotyped, homogenised, Othered, or framed through deficit and colonial narratives (Re)-conceptualising key ideas that underpin research which are currently taken for granted Developing reflection points and practical guidance for new research designs which centre criticality and ethics Outlining ways that discourses and narratives about international students can be made more complex, particularly in reflection of their intersectional identities This key text is essential reading for researchers at all career stages to reflect on issues of power, inequality, and ethics, whilst developing understandings about critical choices in research design, analysis, and the presentation of findings. The Open Access version of this book, available at http://www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license. |
| governing educational desire: Meritocracy and Its Discontents Zachary M. Howlett, 2021-04-15 Meritocracy and Its Discontents investigates the wider social, political, religious, and economic dimensions of the Gaokao, China's national college entrance exam, as well as the complications that arise from its existence. Each year, some nine million high school seniors in China take the Gaokao, which determines college admission and provides a direct but difficult route to an urban lifestyle for China's hundreds of millions of rural residents. But with college graduates struggling to find good jobs, some are questioning the exam's legitimacy—and, by extension, the fairness of Chinese society. Chronicling the experiences of underprivileged youth, Zachary M. Howlett's research illuminates how people remain captivated by the exam because they regard it as fateful—an event both consequential and undetermined. He finds that the exam enables people both to rebel against the social hierarchy and to achieve recognition within it. In Meritocracy and Its Discontents, Howlett contends that the Gaokao serves as a pivotal rite of passage in which people strive to personify cultural virtues such as diligence, composure, filial devotion, and divine favor. |
Governing: State and local government news and analysis
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GOVERNING Definition & Meaning - Merriam-Webster
The meaning of GOVERNING is serving to govern. How to use governing in a sentence.
GOVERNING | English meaning - Cambridge Dictionary
GOVERNING definition: 1. having the power to govern a country or an organization: 2. having a controlling influence on…. Learn more.
Governing - definition of governing by The Free Dictionary
governing - the act of governing; exercising authority; "regulations for the governing of state prisons"; "he had considerable experience of government"
Governing Definition & Meaning | Britannica Dictionary
GOVERNING meaning: 1 : controlling and making decisions for a country, organization, etc.; 2 : controlling or guiding the actions of someone or something
What does Governing mean? - Definitions.net
Governing refers to the act of conducting the policy, actions, and affairs of an entity, such as a state, organization, or group, by making decisions, enacting laws, or managing public …
GOVERNING definition in American English | Collins English …
A governing body or organization is one which controls a particular activity. The league became the governing body for amateur fencing. American English : governing / ˈgʌvərnɪŋ /
Governing - Definition, Meaning & Synonyms - Vocabulary.com
the act of governing; exercising authority “regulations for the governing of state prisons” synonyms: administration , governance , government , government activity
GOVERN Definition & Meaning | Dictionary.com
Example: Most voters were undecided who would be better at governing the country. Where does govern come from? The first records of govern come from around 1250.
Government - City of Columbus, Ohio
Mayor's Office. Under the leadership of Andrew J. Ginther, the City of Columbus has been named "America’s Opportunity City." By banding together with labor, business, faith and community …
Governing: State and local government news and analysis
Get the latest news coverage about policy and management in state and local government.
GOVERNING Definition & Meaning - Merriam-Webster
The meaning of GOVERNING is serving to govern. How to use governing in a sentence.
GOVERNING | English meaning - Cambridge Dictionary
GOVERNING definition: 1. having the power to govern a country or an organization: 2. having a controlling influence on…. Learn more.
Governing - definition of governing by The Free Dictionary
governing - the act of governing; exercising authority; "regulations for the governing of state prisons"; "he had considerable experience of government"
Governing Definition & Meaning | Britannica Dictionary
GOVERNING meaning: 1 : controlling and making decisions for a country, organization, etc.; 2 : controlling or guiding the actions of someone or something
What does Governing mean? - Definitions.net
Governing refers to the act of conducting the policy, actions, and affairs of an entity, such as a state, organization, or group, by making decisions, enacting laws, or managing public …
GOVERNING definition in American English | Collins English …
A governing body or organization is one which controls a particular activity. The league became the governing body for amateur fencing. American English : governing / ˈgʌvərnɪŋ /
Governing - Definition, Meaning & Synonyms - Vocabulary.com
the act of governing; exercising authority “regulations for the governing of state prisons” synonyms: administration , governance , government , government activity
GOVERN Definition & Meaning | Dictionary.com
Example: Most voters were undecided who would be better at governing the country. Where does govern come from? The first records of govern come from around 1250.
Government - City of Columbus, Ohio
Mayor's Office. Under the leadership of Andrew J. Ginther, the City of Columbus has been named "America’s Opportunity City." By banding together with labor, business, faith and community …
