Social pathologies in education: migration, gender, and inequalities in China

• In Event: Multiple modernities from the South to the North: history of the present, cultural differences and social pathologies.

Proposal

The adverse effects of globalization in education are cruelly felt in both South and North countries. They are experienced in extended neo-liberal policies and privatization or weakened care and welfare for the most disadvantaged. The spread of capitalism accelerates technical and managerial modernizing processes, with profitable investments in human capital using neuroscience, digitalization and AI as a source of legitimation. This intensified international competition strengthens inequalities and discriminations, while fostering feelings of humiliation and injustice for those who are not considered of as "talented" of “gifted” and being excluded, despite inclusive policies, from paths to “meritocratic” excellence and cosmopolitan elite. But social barriers are even higher for those who are far from big cities where education and employment are being redefined to meet globalizing and digitalizing standards. The quest for modernity in China leads to numerous social gaps and pathologies: suffering, burn-out and stress, often described as psychosocial risks, but also imposed migration due to urbanization, rural exodus and work uberization; competition in accessing educational resources as such as diplomas and certifications. These new impoverishing and marginalizing conditions, as the contribution shows, distort people lives and experiences by promoting individualistic interests, destroying not only traditional modes of solidarity, but also local cultures on behalf of rationalization, effectiveness and performance. At the same time, Chinese cultural modes of existence and moral commitments are denied. These social pathologies give rise to growing claims for recognition and justice, while new kinds of alienation and dependence are developing, with Chinese minorities, particularly gender diverse individuals, facing increased victimization, racialization and stigmatization. This adds a focus on gender alongside the existing issues of race and minority status.


References

D. Zhang(2018), The rural-urban divide, intergroup relations, and social identity formation of rural migrant children in a Chinese urban school, International Studies in Sociology of Education, 27, 60-77.
Dan, Zhang (2016). Gender differences in Education Quality and Equity for floating children: A case study of Shanghai Primary Schools. Journal of East China Normal University (Educational Sciences), 34(1), 62.
Zhang Dan (2018), The Actual Logic and Dilemma in Policy Implementation for Migrant Children Education: Case Study of Shanghai Primary Schools. Research in Education Development, 20, 8-16.
Dan Zhang (2022). Gender Differences and Practice Representation of Teacher Attitude on the Perspective of Gender Socialization —Cases of Shanghai Primary School Classes. Global Education. 12(51),46-61.
Dan Zhang (2020). Gender Difference of Teacher Expectation to Boys and Girls during Classroom Interaction: Cases in Shanghai Primary School. Teacher Education Research. 32(5), 90-96.
Zhang Dan (2018). Gender Consciousness and Cognition of Primary School Teachers in Shanghai. Global Education. 47(8), 69-81.
Zhang Dan, Ji Yingfei (2018). Practices on the Urban and Social Integration Policy of Migrant Children in Shanghai. Educational Research. 9(464). 154-158.

Author

• Dan Zhang, East China Normal University