Description

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In the first decade of the twenty-first century, the People's Republic of China experienced dramatic growth and expansion that altered the educational environment of children. Rapid economic development increased prosperity and educational opportunities for children expanded in a wealthier society. Yet, a by-product of rising wealth was rising inequality. While the children of the emerging urban middle and elite classes enjoyed new prosperity, the children of hte persistently poor in rural communities continued to experience challenges such as food insecurity, illness, hardships of family separation, and migrant life on the margins of the cities. This time period saw a large resource gap emerge between the home conditions of poor rural children compared with those of their wealthier urban counterparts.

This book highlights the complexities China has experienced in seeking to extend full educational access to rural children- including rural- to- urban migrant and ethnic minority children-during a momentous period in China. Chapters delve into the experiences, perceptions, strategies, and diffi culties of rural- origin children and their families in the school system, and lay bare the challenges of policy initiatives designed to support rural education.

We hope the experiences detailed here will be of interest to students and scholars of rural educational policy and practice in China and worldwide.

About the Author

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Peggy A. Kong, Visiting Scholar, Drexel University.Emily Hannum, Professor of Sociology, University of Pennsylvania.Gerard A.Postiglione, Emeritus Professor and Honorary Professor, Faculty of Education, the University of Hong Kong.