协商距离:中国中产阶级在田园诗中寻求另类教育

IF 3.1 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Review Pub Date : 2023-09-12 DOI:10.1080/00131911.2023.2254517

Wanru Xu, Bram Spruyt

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引用次数: 0

摘要

近年来，大理的创新学校在中国社交媒体上获得了越来越多的报道，也吸引了来自城市的中产阶级家长，作为可行的自下而上的教育举措。本文探讨了中国中产阶级家长选择大理创新学校的基本原理。通过对大理7所创新学校的33名家长的在线访谈数据进行分析，发现家长在解释他们的备选学校选择时提供了三种类型的叙述:投资者、逃避者和理想主义者。这些叙述反映了家长与主流教育和创新学校协商关系的不同方式，他们如何定义他们想要追求的“教育产品”，以及他们如何处理实践中潜在的紧张关系。然后，我们将这一现象置于中国教育景观中，并根据社会再生产理论讨论其社会含义。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Negotiating for distance: the Chinese middle-class seeking alternative education in the idyll

In recent years, Innovative Schools in Dali have received increasing coverage in Chinese social media and have also attracted middle-class parents from cities, as viable bottom-up educational initiatives. This paper explores the rationales for Chinese middle-class parents’ choice of Innovative Schools in Dali. Analysis of data from online interviews with 33 parents from seven Innovative Schools in Dali revealed three types of narratives parents provided in explaining their alternative school choices: investors, escapees, and idealists. The narratives reflect different ways in which parents negotiate their relationship with mainstream education and Innovative Schools, how they define the “educational goods” they would like to pursue and how they deal with potential tensions within their practice. We then situate the phenomenon within the Chinese educational landscape and discuss its social implications in light of social reproduction theories.

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来源期刊

Educational Review EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

7.90

自引率

3.00%

发文量

105

期刊介绍： Educational Review is a leading journal for generic educational research and scholarship. For over seventy years it has offered scholarly analyses of global issues in all phases of education, formal and informal. It publishes peer-reviewed papers from international contributors across a range of education fields and or perspectives including pedagogy and the curriculum, history, philosophy, psychology, sociology, international and comparative education and educational leadership. Articles offer original insights to formal and informal educational policy, provision, processes and practice and the experiences of all those involved in many countries around the world. The editors welcome high quality, original papers which encourage and enhance debate on social justice and critical enquiry in education, besides innovative new theoretical and methodological scholarship. The journal offers six editions a year. The Board invites proposals for special editions as well as commissioning them.