The hidden social class reproduction : Interdisciplinary Thematic Learning and rural schooling from the perspective of urban-rural differences

• In Event: Ensuring Equitable and Quality Education and Assessment (II)

Proposal

Purposes of the Study
Since the 21st century, quality-oriented education led to curriculum reforms and establishing the "New College Entrance Examination" in 2014, aiming to tackle China's exam-oriented education challenge. In recent years, Chinese education authorities and experts have recognized interdisciplinary thematic learning as a significant approach to enhance students’ "minority and priority" key competencies, allowing them to adapt to the demands of lifelong development and social progress (Chu, 2016; Wu, 2022; Guo, 2023). Moreover, the Compulsory Education Curriculum Plan (2022 Edition) mandates that each course allocate at least 10% of class hours to interdisciplinary thematic learning.
Scholars confirm interdisciplinary thematic learning's benefits for academic performance, cognitive, emotional development, and personal growth (Batdi et al., 2019; Jia et al., 2021; Ye & Xu, 2023). However, questions arise about educational inequality (Crain & Webber, 2021). Neglecting rural schools could widen urban-rural education gaps, limiting rural students' quality education (Harris & Hodges, 2018; Lavalley, 2018).
Because many scholars have not yet explored the risk of social class reproduction through interdisciplinary subject learning from the perspective of rural-urban differences and teachers' attitudes. In this paper, we ask: How do teachers and students in rural schools and urban schools in China view and practice interdisciplinary thematic learning? What challenges will rural schools in China encounter while implementing interdisciplinary thematic learning compared to urban schools? Lastly, what impact will this have on the macro process of social class reproduction of rural students in China?
Theoretical Framework
Bernstein (1971) distinguished two curriculum types based on the classification and framing of school knowledge: collection and integration. In the collection-typed curriculum, knowledge is separated, class is teacher-centered; the integration type has less knowledge separation, student autonomy.
This shift from the traditional teacher-centered approach to the student-centered approach also implies a transition from visible pedagogy to invisible pedagogy (Bernstein, 1977; 1990). In visible pedagogy, evaluation criteria are clear, while in invisible pedagogy, the principles of success are concealed, and evaluation criteria are more flexible. Bernstein (1975) further pointed out that invisible pedagogy is closely related to students' family background and teachers' qualifications.
In the context of invisible pedagogy, middle-class students benefit due to more capital. Integration curriculum may need re-socialized committed teachers (Bernstein, 1971). It requires stronger teacher synthesis skills (Young & Muller, 2010).
Promotion of interdisciplinary learning mirrors curriculum shift. Using Bernstein's theory, we analyze interdisciplinary thematic learning's impact on social class reproduction.
Methods and Data Sources
The data for this study was obtained from a sub-project of the "Interdisciplinary Thematic Learning" project. The research method of in-depth interview was used to collect data during November-December 2021. Following the "information saturation principle, 5 teachers and 5 students from rural schools and 5 teachers and 5 students from urban schools were interviewed by telephone one-on-one. The interviewees were from Shandong, Henan, Heilongjiang, Shaanxi and Shanxi provinces. In each province, a low-resource rural and leading city school joined. Finally, 1 teacher and 1 student per school were selected. Interviews focused on current interdisciplinary thematic learning, views, and challenges.
Preliminary Conclusion
Completely Different Practices and Attitudes
Throughout the interviews, many teachers and students described their attitudes towards the interdisciplinary thematic learning in the same terms as "not familiar with" (buliaojie), "interesting" (you yisi), and "unrealistic" (buxianshi). Almost all teachers and students in rural schools have never heard of it.
Nearly all rural students use "interesting" (you yisi) to describe interdisciplinary thematic learning. They see it as enhancing both interest and knowledge. While rural teachers acknowledge these potential benefits, they voice more concerns. A secondary school teacher stated:
Sometimes education policy is too idealistic. But the actual situation of rural schools is not quite the same as the policy.
In contrast to rural teachers and students, urban teachers and students express their views on interdisciplinary thematic learning using terms such as "having been conducted for many years" (kaizhan duo nian), "meaningful" (you yiyi), and "worth advocating" (zhide tichang). During interviews, teachers and students from each urban school mentioned STEM clubs, maker education, interdisciplinary teaching research groups, multidisciplinary knowledge competitions, and research trips.
Urban teachers also support interdisciplinary thematic learning for benefits like student response to the "New College Entrance Examination," overall development, and school goals. A high school teacher stated:
I think it gives students a building block because the mindset they learn in high school affects them for the rest of their lives.
"Too Difficult": Voices of Rural teachers Facing Interdisciplinary Thematic Learning
When asked how parents would react to interdisciplinary learning, a primary school teacher from a poor rural area said:
In our class, many parents are busy, with limited energy and education levels, making it challenging for them to provide sufficient help or support to their children. Parents certainly focus on their children's grades, as China remains exam-oriented.
Interdisciplinary thematic learning, an invisible pedagogy, extends beyond classrooms to extracurricular activities and competitions. And rural parents lack capital.
And interdisciplinary thematic learning, like integration model, demands skilled teachers, but rural-urban teacher qualifications differ significantly.
The state promotes "standardized" interdisciplinary thematic learning for rural and urban schools, seemingly ensuring equal opportunities. However, this approach still favors urban areas, neglecting challenges unique to rural schools, worsening urban-rural disparities. Amid this gap, the collection-typed curriculum emphasizes rural students' diligence for success. In contrast, interdisciplinary thematic learning, as the integration-typed curriculum, demands more from parents and teachers. Thus, rural students still have great potential risks of academic failure due to their natural disadvantages, and the hidden social class reproduction also occurs in this process.
Significance of the Study
Interdisciplinary thematic learning ignores the actual situation of rural schools to some extent, and pose the potential risk of widening educational inequality. This study focuses on rural-urban disparities, unveiling challenges faced by rural schools in implementing it. It explores its impact on rural students' social class reproduction. This offers insight into equity discussions, informs curriculum reform, and guides educational practices.

Authors

• Zhenyu Han, The School ofPhilosophy and Social Development, ShanDongUniversity

• Xiaohu Su, Middle School Attached to Shandong University, Jinan, China

• miao li, School of Philosophy and Social Development, Shandong University