{"title":"授权来自什么?中国流动儿童教师“公民谈话”实践","authors":"L. Yiu, Min Yu","doi":"10.1080/03050068.2022.2088691","DOIUrl":null,"url":null,"abstract":"ABSTRACT Drawing on two multi-site ethnographic projects in Beijing and Shanghai, we explore how teachers in both public schools and schools for migrant children have responded to state policies that restrict educational opportunities for migrant students. We argue the importance of political context in re-conceptualising empowerment by raising the question ‘empowerment from what?’ By making explicit what is normalised, we problematise the ways in which the predominant definition of empowerment has marginalised and trivialised the experiences of educators who are also engaging in powerful acts of empowerment in China. Importantly, this study sheds light on the ways in which Chinese teachers use ‘citizenship talk’ practices to engage in empowerment processes for migrant students. We contend that the value of this piece lies in pushing critical scholars to think more deeply about empowerment as socio-cultural transformation and advancing the field by generating debate on how context matters.","PeriodicalId":47655,"journal":{"name":"Comparative Education","volume":"11 1","pages":"526 - 541"},"PeriodicalIF":3.1000,"publicationDate":"2022-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"4","resultStr":"{\"title\":\"Empowerment from what? Teacher ‘citizenship talk’ practices for migrant children in China\",\"authors\":\"L. Yiu, Min Yu\",\"doi\":\"10.1080/03050068.2022.2088691\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"ABSTRACT Drawing on two multi-site ethnographic projects in Beijing and Shanghai, we explore how teachers in both public schools and schools for migrant children have responded to state policies that restrict educational opportunities for migrant students. We argue the importance of political context in re-conceptualising empowerment by raising the question ‘empowerment from what?’ By making explicit what is normalised, we problematise the ways in which the predominant definition of empowerment has marginalised and trivialised the experiences of educators who are also engaging in powerful acts of empowerment in China. Importantly, this study sheds light on the ways in which Chinese teachers use ‘citizenship talk’ practices to engage in empowerment processes for migrant students. We contend that the value of this piece lies in pushing critical scholars to think more deeply about empowerment as socio-cultural transformation and advancing the field by generating debate on how context matters.\",\"PeriodicalId\":47655,\"journal\":{\"name\":\"Comparative Education\",\"volume\":\"11 1\",\"pages\":\"526 - 541\"},\"PeriodicalIF\":3.1000,\"publicationDate\":\"2022-06-20\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"4\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Comparative Education\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1080/03050068.2022.2088691\",\"RegionNum\":1,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Comparative Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1080/03050068.2022.2088691","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Empowerment from what? Teacher ‘citizenship talk’ practices for migrant children in China
ABSTRACT Drawing on two multi-site ethnographic projects in Beijing and Shanghai, we explore how teachers in both public schools and schools for migrant children have responded to state policies that restrict educational opportunities for migrant students. We argue the importance of political context in re-conceptualising empowerment by raising the question ‘empowerment from what?’ By making explicit what is normalised, we problematise the ways in which the predominant definition of empowerment has marginalised and trivialised the experiences of educators who are also engaging in powerful acts of empowerment in China. Importantly, this study sheds light on the ways in which Chinese teachers use ‘citizenship talk’ practices to engage in empowerment processes for migrant students. We contend that the value of this piece lies in pushing critical scholars to think more deeply about empowerment as socio-cultural transformation and advancing the field by generating debate on how context matters.
期刊介绍:
This international journal of educational studies presents up-to-date information with analyses of significant problems and trends throughout the world. Comparative Education engages with challenging theoretical and methodological issues - and also considers the implications of comparative studies for the formation and implementation of policies - not only in education but in social, national and international development. Thus it welcomes contributions from associated disciplines in the fields of government, management, sociology - and indeed technology and communications - as these affect educational research and policy decisions.