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Research in school success in contemporary China has argued that market reforms have reproduced the advantages for students from cadre and professional family backgrounds while simultaneously creating new opportunities for children of the new arising economic elites. However, it has performed less for traditional peasant families. This book places a special emphasis on how economic and cultural resources become the main influence on rural students¿ school success, and investigates how families from different social backgrounds within rural society involve themselves in the schooling of their children and how this contributes to different patterns of school success..

This book investigates the interplay between Chinäs social, economic, and educational policy changes, its rural households and urban communities, focusing on the resource-constrained rural environments, limited knowledge networks, and urbanization of parent support, student engagement in learning, teacher and student retention.

This book is distinctive in looking at the crisis rather than the success of Chinese education. The editors and contributors, mostly oversea and mainland Chinese scholars, make a case for rethinking the purpose and practice of Chinese education.

This book unpacks the complex dynamics of Hong Kong students' choice in pursuing undergraduate education at the universities of Mainland China. With its focus on student choice and experiences of studying in China, this book's research and policy findings will interest researchers, university administrators, school principals and teachers.

Liu and Cowan offer a unique in-depth study of educational development and social transformation in rural China. It foregrounds identifiable settings and personalities, engaging readers with the voices and experiences of people who are involved with the education system.

This book examines official understandings of Chinese identity in Mainland China and Hong Kong, exploring how the latest governments and their textbooks conceptualize the issue. The book will interest researchers in the fields of multiculturalism, multicultural education, national identity, identity politics, and China and Hong Kong studies.

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.

Zhou applies network governance theories to Chinese education and focuses on Chinese education policy implementation in Chinese Communist Party Schools. It will be of interest to scholars and postgraduate students studying Chinese education, comparative educational policy and comparative education research.