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Record Nr. |
UNINA9910299532403321 |
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Autore |
Liu Jing |
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Titolo |
Inequality in Public School Admission in Urban China : Discourses, Practices and New Solutions / / by Jing Liu |
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Pubbl/distr/stampa |
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Singapore : , : Springer Nature Singapore : , : Imprint : Springer, , 2018 |
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ISBN |
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Edizione |
[1st ed. 2018.] |
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Descrizione fisica |
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1 online resource (XXI, 221 p. 13 illus.) |
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Collana |
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Education in the Asia-Pacific Region: Issues, Concerns and Prospects, , 2214-9791 ; ; 43 |
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Disciplina |
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Soggetti |
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International education |
Comparative education |
Education and state |
Educational sociology |
International and Comparative Education |
Educational Policy and Politics |
Sociology of Education |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Nota di contenuto |
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Chapter 1 Introduction -- Chapter 2 A Critical Definition of Zexiao -- Chapter 3 Public Discourses on Zexiao -- Chapter 4 Where there is a policy, there is a countermeasure -- Chapter 5 The Key Schools and Zexiao -- Chapter 6 Competition of Family Background with Local Characteristics -- Chapter 7 Admission to Public Lower Secondary Schools as Social Closures -- Chapter 8 New Solutions for Zexiao -- Chapter 9 Conclusion. |
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Sommario/riassunto |
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This book explores and interprets discourses and practices in school admissions to public lower secondary education in urban China by utilizing a discourse analysis approach and a case study method. It identifies continuities and changes in discourses shaped by diverse forces in public lower secondary school admissions in the context of China’s social transformation from a profit-driven society to a more equitable society, and elucidates the power relationships among |
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stakeholders in public school admissions by analysing their interplay in the process. More importantly, it exposes how current socio-economic, institutional and educational systems are shaping the engagement of stakeholders in the public school admissions process. It also presents some on-going projects intended to yield new policies and practices for more equitable public secondary education in China in the development stage of the post-2015. |
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