دورية أكاديمية
The Distinction of Elementary Education for Migrant Children in Beijing: A Multiple-Case Study
| العنوان: | The Distinction of Elementary Education for Migrant Children in Beijing: A Multiple-Case Study |
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| اللغة: | English |
| المؤلفون: | Yan, Kun, Wu, Lingli, Liu, Shuhang, Jiang, Linfeng |
| المصدر: | Australian Educational Researcher. Mar 2021 48(1):45-65. |
| الإتاحة: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 21 |
| تاريخ النشر: | 2021 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Migrant Children Elementary School Students Access to Education Social Capital Social Class Case Studies Disadvantaged Private Schools Disadvantaged Schools Educational Quality School Administration Public Schools Equal Education Educational Policy Foreign Countries |
| مصطلحات جغرافية: | China |
| DOI: | 10.1007/s13384-020-00377-w |
| تدمد: | 0311-6999 |
| مستخلص: | Migrant children's access to educational opportunities has been a topical issue in China in recent years. This study focuses on the marginalised condition of migrant children in the current education system, using Bourdieu's theory of class distinction and cultural reproduction as a theoretical foundation. Through a multiple-case study in three primary schools in Beijing, we identify three types of distinction experienced by these schools and the migrant children in these schools: (1) licensed private migrant schools are institutionally marginalised, lacking policy and financial support from the government; (2) unlicensed private schools for migrant children are characterised by crumbling school facilities, poor teaching quality and chaotic management, with migrant children experience educational, cultural, and psychological distinction in these schools; (3) public schools available to migrant children are located in periphery areas; moreover, migrant children are segregated from local children in these schools. Having encountered these distinctions, migrant children are less well-positioned to experience success. Several policy implications are also discussed to improve this situation and promote educational equality for migrant children. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| رقم الأكسشن: | EJ1288952 |
| قاعدة البيانات: | ERIC |
Find this article in full text from Springer Verlag. 
Full Text Finder | تدمد: | 0311-6999 |
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| DOI: | 10.1007/s13384-020-00377-w |