重访三种文化中的幼儿园

• E

  2011-11-23
  The Missing Rural StoryA significant limitation of our study is the missing voices of teachers and directors working in rural preschools. This is a serious gap because there is evidence to suggest that the most extreme variation to be found in Chinese schools is not between regions but between urban and rural programs. Recent studies on childhood in rural China document the disparities between the cities and the country in social, human, and cultural resources and the quality of education experienced by school-age children. The disparity may be even more pronounced for pre-primary education, which in China is non-compulsory and therefore more dependent on local conditions and community resources. The little scholarship that has been done on early childhood education in rural China sugges...
• 阿拉胖泪

  2011-10-09
  Given the shift of the Chinese Communist Party in recent years toward pragmatism and away from ideology it is not surprising that the preschool teachers and directors we interviewed found our questions about Mao and communism difficult to answer, not we think because our informants were afraid or embarrassed to tell us their true feelings but because for most of our informants the question no longer feels relevant or compelling. A graduate student in early childhood education in Shanghai explained the problem with our line of questioning by saying, “You and other Western scholars try to use ideological concepts such as ‘communism’ and ‘socialism’ in your analyses of Chinese educational and social change. But in our everyday lives, we Chinese people have less and less of a tendency nowadays...