LEADER 04210nam 22005055 450 001 9910349327103321 005 20200702161742.0 010 $a3-662-59515-X 024 7 $a10.1007/978-3-662-59515-2 035 $a(CKB)4100000009606227 035 $a(MiAaPQ)EBC5946208 035 $a(DE-He213)978-3-662-59515-2 035 $a(EXLCZ)994100000009606227 100 $a20191016d2019 u| 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aParadigm Shift of Education Governance in China $eTwo Compulsory Education Legislation Episodes: 1986 vs 2006 /$fby Yan Wang 205 $a1st ed. 2019. 210 1$aBerlin, Heidelberg :$cSpringer Berlin Heidelberg :$cImprint: Springer,$d2019. 215 $a1 online resource (170 pages) 311 $a3-662-59513-3 327 $aIntroduction -- Chapter 1 Evoluaiton of Basic Education in China -- Chapter 2 Collecting and Tackling Data -- Chapter 3 Reflecting on Theoretical Context -- Chapter 4 Episode I: The 1986 Legislation -- Chapter 5 Episode II: The 2006 Legislation -- Chapter 6 Analysing The Two Legislation Episodes -- Chapter 7 Paradigm Shif of Education Governance. 330 $aThe book addresses the paradigm shift in education governance in China through a study of two legislation episodes in China: the 1986 Compulsory Education Law and the 2006 Compulsory Education Law Amendment. The research began with two broad questions: how was the Compulsory Education Law made and amended? Why was it made and amended? Using ethnographic interviews and documentary analysis as the main research methods, more specific questions on both legislative processes were delved into as the research evolved: What were the driving forces behind the 1986 and 2006 legislation? What values of compulsory education were assumed in their central decisions? What was the institutional rationale underpinning them? Data was collected through ethnographic interviews with key informants involved in the policymaking process. The research findings were analyzed and presented on the basis of narration analysis. The policymaking process of the legislation was then analyzed from three paradigms: agenda-setting, decision-making and organizational behavior. Finally, by examining the results of the previous stages of analysis, and further comparing the two cases, the research arrived at a theoretical framework for education governance that embraces three essential elements: political ideology, perceived value of education, and institutional rationale. A thorough analysis of the two legislative processes identified that the political ideology ? which shifted from efficiency-oriented economic well-being to equity-oriented social cohesion ? steered the agenda-setting of the compulsory education legislation. The perceived value of education reflects the role that education plays in development, changing from economic value to social value. The institutional rationale essentially determines strategies by which compulsory education materializes, with a variance from governing by goal and mobilization to governing by accountability and regulation. In conclusion, education governance in China witnessed a paradigm shift from ?economic instrumentalism? to ?social rationalism? between mid-1980s and 2006. 606 $aEducational policy 606 $aEducation and state 606 $aPolitical science 606 $aEducational Policy and Politics$3https://scigraph.springernature.com/ontologies/product-market-codes/O19000 606 $aPolitical Science$3https://scigraph.springernature.com/ontologies/product-market-codes/911000 615 0$aEducational policy. 615 0$aEducation and state. 615 0$aPolitical science. 615 14$aEducational Policy and Politics. 615 24$aPolitical Science. 676 $a344.5107 700 $aWang$b Yan$4aut$4http://id.loc.gov/vocabulary/relators/aut$0554895 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910349327103321 996 $aParadigm Shift of Education Governance in China$92507017 997 $aUNINA