Overview
- Offers an in-depth exploration of educational issues in relation to cultural traditions
- Combines field work with an extensive literature review
- Expresses empathy and concern for those people who are underdogs in the urban-rural duality
- Includes supplementary material: sn.pub/extras
Part of the book series: China Academic Library (CHINALIBR)
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Table of contents (6 chapters)
Keywords
About this book
The book begins with an investigation of the status quo, background and history of a representative rural school, Fengning Hope Elementary School, and gives a definition of “the ‘states’ in villages.” Subsequently, on the basis of research on the teachers, an analysis of the courses taught, and comparison to other rural elementary schools of the same type, it reveals the dual status of rural schools and their relation with social development in rural areas.
Based on thorough fieldwork and empirical research, the book provides a new vision of the interactive relation between the state and rural society, particularly focusing on the role of rural education in that relation. In addition, it explores the reshaping of Chinese culture and the part that intellectuals play in the process of today’s cultural transition. For English-language readers and Western professionals, this translated version will offer an essential window into Chinese studies from a local point of view.
Authors and Affiliations
Bibliographic Information
Book Title: The “States” in Villages
Book Subtitle: A Look at Schools in Rural China
Authors: Li Shulei
Series Title: China Academic Library
DOI: https://doi.org/10.1007/978-981-287-946-2
Publisher: Springer Singapore
eBook Packages: Social Sciences, Social Sciences (R0)
Copyright Information: Foreign Language Teaching and Research Publishing Co., Ltd and Springer Science+Business Media Singapore 2016
Hardcover ISBN: 978-981-287-944-8Published: 04 December 2015
Softcover ISBN: 978-981-13-5732-9Published: 09 December 2018
eBook ISBN: 978-981-287-946-2Published: 27 November 2015
Series ISSN: 2195-1853
Series E-ISSN: 2195-1861
Edition Number: 1
Number of Pages: IX, 168