Enacting Fairly or Fearfully? Unpacking the Enactment of Critical Thinking Policies in Chinese High Schools

• In Event: AERA Roundtable Session Saturday 5:10 pm Four Seasons Ballroom 4
  In Roundtable Session: Global Perspectives on Policy Implementation and Educational Equity: Case Studies From China, Kazakhstan, and Beyond (Table 13)

Abstract

This study examined the implementation of critical thinking policies in Chinese senior high schools through Ball et al.’s (2011a) policy enactment theory. Using case study method, the research explored school-level practices and the framework's effectiveness in capturing interactions among contexts, policy actors, and cultural artefacts in the Chinese education context. Findings indicate that a systematic enactment mechanism in one school promoted critical thinking development, while another faced fragmented practices due to a lack of key policy roles. Challenges included deficiencies in the mid-level education bureau and conflicts between collective-oriented and independent thinking paradigms. The study concludes that achieving coherent critical thinking beliefs through multi-level education systems and a systematic policy mechanism within schools enhance the implementation for critical thinking initiatives.

Authors

• Yan Xie, University of Auckland

• Maree Davies, University of Auckland

• Joanna R. Smith, University of Auckland