Purpose:This article aims to explore how suburban public schools in Shanghai of China have implemented the top-down equity-minded migrant policies of free compulsory education and equal access to public education.Desi...Purpose:This article aims to explore how suburban public schools in Shanghai of China have implemented the top-down equity-minded migrant policies of free compulsory education and equal access to public education.Design/Approach/Methods:This qualitative study focuses on public schools in the suburb of Shanghai,one of the top migrant-receiving metropolitan cities in China.Using personal network,referral,snowballing,and“guerrilla interviewing,”the researcher recruited 13 migrant parents that represent 11 cities of 9 provinces and collected interview data between early January and late June of 2015.Data sources include 10 face-to-face interviews,3 telephone interviews,6 follow-up interviews,and supplementary policy documents.Findings:It finds that local public schools have fully implemented free compulsory education,but have not supported equal access,revealing an inconsistent and arbitrary policy enactment pattern.Although all the interviewees have worked and lived in Shanghai for an average of 10 years,only those that afford a real property,receive exceptions,or have personal connections can have children enrolled in public schools.Further,parents’perceptions of the policy implementation vary across cases with most of them not demonstrating an awareness of education equality.Originality/Value:This study synthesizes stories shared by migrant parents and reports an interesting policy implementation pattern.It contributes to the field of migrant education study and confirms that top-down equity-minded reform is likely to encounter challenges.展开更多
Urged by media and advocates, Beijing and many other Chinese cities have issued regulations to provide and guarantee basic education for migrant laborers’ children. The municipal govemment of Beijing has decided that...Urged by media and advocates, Beijing and many other Chinese cities have issued regulations to provide and guarantee basic education for migrant laborers’ children. The municipal govemment of Beijing has decided that beginning in September, public schools in the Chinese capital should become more open to eligible migrant children by lowering the charges, and qualified social organizations and individuals will be allowed to run schools for migrant children in migrant population communities in light of the standard of average local public schools.展开更多
In the course of the large-scale migration to the cities of China＇s rural labor force over the past twenty years, most migrant workers have left their children behind in their hometown, though some children do follow...In the course of the large-scale migration to the cities of China＇s rural labor force over the past twenty years, most migrant workers have left their children behind in their hometown, though some children do follow their parents to the city. The issue of the upbringing and education of these children, whether ＂left behind＂ or ＂migrating,＂ has always been a major concern of society and the academic world. This article aims to understand the factors affecting whether these children ＂stay behind＂ in their hometown or ＂flow＂ to the city through analysis of the child-rearing and education patterns reflected in survey information on over 3,000 migrant workers in the Pearl River Delta in 2006. We find that, after controlling for individual and family factors, regional differences in migrant workers＇ origins remains an important factor influencing whether children ＂stay behind＂ or ＂migrate.＂ The causes and mechanisms behind the existence of ＂regional barriers＂ is an issue worth further exploration.展开更多
文摘Purpose:This article aims to explore how suburban public schools in Shanghai of China have implemented the top-down equity-minded migrant policies of free compulsory education and equal access to public education.Design/Approach/Methods:This qualitative study focuses on public schools in the suburb of Shanghai,one of the top migrant-receiving metropolitan cities in China.Using personal network,referral,snowballing,and“guerrilla interviewing,”the researcher recruited 13 migrant parents that represent 11 cities of 9 provinces and collected interview data between early January and late June of 2015.Data sources include 10 face-to-face interviews,3 telephone interviews,6 follow-up interviews,and supplementary policy documents.Findings:It finds that local public schools have fully implemented free compulsory education,but have not supported equal access,revealing an inconsistent and arbitrary policy enactment pattern.Although all the interviewees have worked and lived in Shanghai for an average of 10 years,only those that afford a real property,receive exceptions,or have personal connections can have children enrolled in public schools.Further,parents’perceptions of the policy implementation vary across cases with most of them not demonstrating an awareness of education equality.Originality/Value:This study synthesizes stories shared by migrant parents and reports an interesting policy implementation pattern.It contributes to the field of migrant education study and confirms that top-down equity-minded reform is likely to encounter challenges.
文摘Urged by media and advocates, Beijing and many other Chinese cities have issued regulations to provide and guarantee basic education for migrant laborers’ children. The municipal govemment of Beijing has decided that beginning in September, public schools in the Chinese capital should become more open to eligible migrant children by lowering the charges, and qualified social organizations and individuals will be allowed to run schools for migrant children in migrant population communities in light of the standard of average local public schools.
文摘In the course of the large-scale migration to the cities of China＇s rural labor force over the past twenty years, most migrant workers have left their children behind in their hometown, though some children do follow their parents to the city. The issue of the upbringing and education of these children, whether ＂left behind＂ or ＂migrating,＂ has always been a major concern of society and the academic world. This article aims to understand the factors affecting whether these children ＂stay behind＂ in their hometown or ＂flow＂ to the city through analysis of the child-rearing and education patterns reflected in survey information on over 3,000 migrant workers in the Pearl River Delta in 2006. We find that, after controlling for individual and family factors, regional differences in migrant workers＇ origins remains an important factor influencing whether children ＂stay behind＂ or ＂migrate.＂ The causes and mechanisms behind the existence of ＂regional barriers＂ is an issue worth further exploration.
