Systems Governing Chinese Education Reforms: The Problem of Exclusions in the Efforts to Include

Session Type: WERA Symposium

Abstract

This symposium explores the interplay between “research, politics and social analysis” in Chinese curriculum reforms. The papers draw on and rethink Foucault’s notion of governance and Hacking’s discursive practices of social science as making human kinds to consider the historical conditions in which reforms travel in different cultural and political sites. The transformations in Chinese education to “modernize” and individualize are explored as norms, patterns of practice, and systems of ideas that construct teachers and children as excluding in efforts to create the new individualized kind of people. In the analyses, the symposium provides alternative theoretical and empirical modes of thinking reforms the effects of power embodied in their systems of reason.

Sub Unit

• World Education Research Association

Chair

• Thomas S. Popkewitz, University of Wisconsin

Papers

• Life and Education Situation Refactoring of Left-Behind Children Under the Perspectives of Rural Social Governance - Guorui Fan; Xuelian Liu, University of Wisconsin - Madison; Mingfeng Du, East China Normal University

• The Construction of Curriculum Under Cultural Governance - Yahui Chang, Shaanxi Normal University

• Limit of Representation in the Making of "the Marginalized Group" in the Education Equity Discourse in Contemporary China - Feiran Dong, University of Wisconsin - Madison