Self-abandonment or seeking an alternative way out: understanding Chinese rural migrant children’s resistance to schooling

doi:10.1080/01425692.2019.1691504

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Self-abandonment or seeking an alternative way out: understanding Chinese rural migrant children’s resistance to schooling

Journal Article•DOI•

Self-abandonment or seeking an alternative way out: understanding Chinese rural migrant children’s resistance to schooling

Jiaxin Chen¹•Institutions (1)

East China Normal University¹

17 Feb 2020-British Journal of Sociology of Education (Routledge)-Vol. 41, Iss: 2, pp 253-268

TL;DR: This paper explored the complexity of school resistance by Chinese rural migrant children, which may contribute to their educational failure, as well as the school conditions informin the school resistance, and found that their resistance may also contribute to the educational failure.

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Abstract: This study explores the complexity of school resistance by Chinese rural migrant children (RMC), which may contribute to their educational failure, as well as the school conditions informin...

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江俊儒

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The Transformation of Chinese Socialism

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Volker H. Schmidt¹•Institutions (1)

National University of Singapore¹

01 Jan 2008-Asian Journal of Social Science

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A changing environment of urban education: historical and spatial analysis of private supplementary tutoring in China

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Wei Zhang, Mark Bray

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TL;DR: For example, between 1978 and 2018, the urban population in China increased from 17.9 percent to 59.6 percent of the total as discussed by the authors, and urbanization has many implications.

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Abstract: Recent decades have brought dramatic urbanization to China. Between 1978 and 2018, the urban population rose from 17.9 per cent to 59.6 per cent of the total. Urbanization has many implications, in...

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Journal Article•DOI•

The impact of family socioeconomic status and parenting styles on children's academic trajectories: A longitudinal study comparing migrant and urban children in China.

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Jun Wang¹, Chen Chen², Xinmei Gong²•Institutions (2)

Texas A&M University¹, Nanjing Normal University²

24 Feb 2021-New Directions for Child and Adolescent Development

TL;DR: Wang et al. as mentioned in this paper explored the developmental trajectories of migrant and urban children's literacy and mathematics performance, as well as the impact of family socioeconomic status (SES) and parenting styles, including the mediating effect of parenting styles.

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Abstract: The positive development of migrant children in China is hampered due to their unequal accessibility to quality urban education resources. This research aimed at exploring the developmental trajectories of migrant and urban children's literacy and mathematics performance, as well as the impact of family socioeconomic status (SES) and parenting styles, including the mediating effect of parenting styles, by comparing migrant children with their urban counterparts. Growth mixture modeling identified distinguishable trajectories of mathematics development for migrant children (i.e., "falling behind" and "keeping pace" groups) and urban children (i.e., "catching up" and "keeping pace" groups), as well as distinguishable trajectories of literacy development for migrant children (i.e., "jumpstarting" and "keeping pace" groups) and urban children ("falling behind" and "steadily progressing" groups). Multinomial logistic regression analyses further clarified that authoritative parenting increased the likelihood of favorable trajectories of migrant children's mathematics development and urban children's literacy and mathematics development. Family SES enhanced migrant children's mathematics development. Family SES contributed to urban children's literacy development through authoritative parenting, yet such a mediating effect was not observed for migrant children. This study highlights the importance of focusing on distinct trajectories of migrant and urban children's literacy and mathematics in improving their school achievement.

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Citizenship education and migrant youth in China: Pathways to the urban underclass

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Mo Wang¹•Institutions (1)

UNESCO Institute for Lifelong Learning¹

10 Jan 2017-International Review of Education

6 citations

References

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Open Access

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Book•

Education for critical consciousness

[...]

Paulo Freire

01 Jan 1973

TL;DR: The Pedagogy of the Oppressed as mentioned in this paper is the main statement of Freire's revolutionary method of education, which takes the life situation of the learner as its starting point and the raising of consciousness and the overcoming of obstacles as its goals.

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Abstract: 'Freire combines a compassion for the wretched of the earth with an intellectual and practical confidence and personal humility...Most of all he has a vision of man.' Times Higher Educational Supplement Paulo Freire (1921-97) was an educationalist based in Brazil and became the most influential writer and thinker on education in the late twentieth century. His seminal work Pedagogy of the Oppressed has sold almost 1 million copies. Education for Critical Consciousness is the main statement of Freire's revolutionary method of education. It takes the life situation of the learner as its starting point and the raising of consciousness and the overcoming of obstacles as its goals. For Freire, man's striving for his own humanity requires the changing of structures which dehumanise both the oppressor and the oppressed, rather than therapy.

...read moreread less

5,428 citations

"Self-abandonment or seeking an alte..." refers background in this paper

...To that end, mutual open dialogues between teachers and students are essential (Chavarria 2017; Freire 1973; Santoro and Forghani-Arani 2015)....
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...…the school-based curriculum is significant for fostering migrant children’s critical reflections and transformative resistance (Chavarria 2017; Freire 1973; Santoro and Forghani-Arani 2015); however, its influence was still limited in this study by the dominant ideology of meritocracy in…...
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...…recognizing problematic surroundings and marginalized children’s cultures as content critical to the learning process, the school system could also serve to lead children to analyze and understand social realities critically, and to take transformative actions (Chavarria 2017; Freire, 1970, 1973)....
[...]

Journal Article•DOI•

Black students' school success: Coping with the “burden of ‘acting white’”

[...]

Signithia Fordham¹, John U. Ogbu²•Institutions (2)

University of the District of Columbia¹, University of California, Berkeley²

01 Sep 1986-The Urban Review

TL;DR: In this paper, a framework for understanding how a sense of collective identity enters into the process of schooling and affects academic achievement is proposed, showing how the fear of being accused of "acting white" causes a social and psychological situation which diminishes black students' academic effort and thus leads to underachievement.

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Abstract: The authors review their previous explanation of black students' underachievement. They now suggest the importance of considering black people's expressive responses to their historical status and experience in America. “Fictive kinship” is proposed as a framework for understanding how a sense of collective identity enters into the process of schooling and affects academic achievement. The authors support their argument with ethnographic data from a high school in Washington, D.C., showing how the fear of being accused of “acting white” causes a social and psychological situation which diminishes black students' academic effort and thus leads to underachievement. Policy and programmatic implications are discussed.

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3,468 citations

"Self-abandonment or seeking an alte..." refers background in this paper

...Moreover, as Fordham and Ogbu (1986) discovered when studying African-American students, performance problems may stem not only from resistance to the limited opportunity structure of schooling that prevents disadvantaged students’ upward social mobility, but also from the burden of learning to act…...
[...]

Journal Article•DOI•

Social class differences in family-school relationships: the importance of cultural capital

[...]

Annette Lareau

01 Apr 1987-Sociology Of Education

TL;DR: In this article, a qualitative study of family-school relationships in white working-class and middle-class communities was conducted, and the results indicated that schools have standardized views of the proper role of parents in schooling and social class provides parents with unequal resources to comply with teachers' requests for parental participation.

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Abstract: This paper summarizes a qualitative study of family-school relationships in white working-class and middle-class communities. The results indicate that schools have standardized views of the proper role of parents in schooling. Moreover, social class provides parents with unequal resources to comply with teachers' requests for parental participation. Characteristics offamily life (e.g., social networks) also intervene and mediate family-school relationships. The social and cultural elements of family life that facilitate compliance with teachers' requests can be viewed as a form of cultural capital. The study suggests that the concept of cultural capital can be used fruitfully to understand social class differences in children's school experiences. The influence of family background on children's educational experiences has a curious place within the field of sociology of education. On the one hand, the issue has dominated the field. Wielding increasingly sophisticated methodological tools, social scientists have worked to document, elaborate, and replicate the influence of family background on educational

...read moreread less

1,799 citations

"Self-abandonment or seeking an alte..." refers background in this paper

...…how schooling contributes to social reproduction rather than social mobility, with working-class students being tracked to working-class jobs and socialized to accept political and economic arrangements determined by the dominant class (Anyon 1980; Apple 1979; Bowles and Gintis 1976; Lareau 1987)....
[...]

Journal Article•DOI•

Social Class and the Hidden Curriculum of Work.

[...]

Jean Anyon¹•Institutions (1)

Rutgers University¹

01 Jan 1980-Journal of Education

TL;DR: In this paper, the authors discuss examples of work tasks and interaction in five elementary schools in contrasting social class communities, and illustrate differences in classroom experience and curriculum for different classes.

...read moreread less

Abstract: This article discusses examples of work tasks and interaction in five elementary schools in contrasting social class communities. The examples illustrate differences in classroom experience and cur...

...read moreread less

1,453 citations

"Self-abandonment or seeking an alte..." refers background in this paper

...…how schooling contributes to social reproduction rather than social mobility, with working-class students being tracked to working-class jobs and socialized to accept political and economic arrangements determined by the dominant class (Anyon 1980; Apple 1979; Bowles and Gintis 1976; Lareau 1987)....
[...]

Journal Article•DOI•

Examining Transformational Resistance Through a Critical Race and Latcrit Theory Framework: Chicana and Chicano Students in an Urban Context

[...]

Daniel G. Solorzano, Dolores Delgado Bernal¹•Institutions (1)

University of Utah¹

01 May 2001-Urban Education

TL;DR: Using critical race theory and Latina/Latino critical race theories as a framework, the authors utilizes the methods of qualitative inquiry and counter-storytelling to examine the construct of student resistance.

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Abstract: Using critical race theory and Latina/Latino critical race theory as a framework, this article utilizes the methods of qualitative inquiry and counterstorytelling to examine the construct of student resistance. The authors use two events in Chicana/Chicano student history—the 1968 East Los Angeles school walkouts and the 1993 UCLA student strike for Chicana and Chicano studies. Using these two methods and events, the authors extend the concept of resistance to focus on its transformative potential and its internal and external dimensions. The authors describe and analyze a series of individual and focus group interviews with women who participated in the 1968 East Los Angeles high school walkouts. The article then introduces a counterstory that briefly listens in on a dialogue between two data-driven composite characters, the Professor and an undergraduate student named Gloria. These characters’ experiences further illuminate the concepts of internal and external transformational resistance.

...read moreread less

1,350 citations

"Self-abandonment or seeking an alte..." refers background in this paper

...Recent researchers have highlighted the complexity of student resistance (Kipnis 2001a; Lanas and Corbett 2011; Solorzano and Bernal 2001)....
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...…the mainstream school culture while consciously pursuing a social justice agenda; for instance, a student may commit to learning and pursuing higher education, but may plan to devote his or her professional skills to the community in the future as a teacher or a lawyer (Solorzano and Bernal 2001)....
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...Solorzano and Bernal (2001) categorized Chicana/o students’ oppositional behaviors into four types....
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...The fourth type, transformational resistance, is stimulated by both students’ critique of social oppression and their desire for social justice (Giroux 1983; Solorzano and Bernal 2001)....
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...The first type, reactionary behavior, involved students’ engaging in disruptive behaviors at school ‘just for kicks’ or ‘to see the teacher sweat’ (Solorzano and Bernal 2001, 317), rather than to enact a real resistance and make changes to their social conditions....
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