Legislation, Education Reform and Social Transformation: The People's Republic of China's Experience

Autor/in	Law, Wing-Wah
Titel	Legislation, Education Reform and Social Transformation: The People's Republic of China's Experience
Quelle	In: International Journal of Educational Development, 22 (2002) 6, S.579-602 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0738-0593
DOI	10.1016/S0738-0593(01)00029-3
Schlagwörter	Social Change; Educational Change; Foreign Countries; Laws; Political Influences; Economic Factors; Behavior Standards; Guidelines; Educational Policy; Governance; Role; Social Behavior; China + Suchen Sie Ihr Suchwort? Sozialer Wandel; Bildungsreform; Ausland; Law; Recht; Political influence; Politischer Einfluss; Ökonomischer Faktor; Richtlinien; Politics of education; Bildungspolitik; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Finanzierung; Rollen; Social behaviour; Soziales Verhalten
Abstract	With special reference to the People's Republic of China (PRC), this paper examines relationships between law, education reform and social transformation that have been under-researched. The argument is that, despite national leaders' high expectations, the use of law to effect or consolidate educational reform in the PRC is affected by both legal and extra-legal factors such as politics, economics, and social norms and cultures. The paper first establishes a framework within which the PRC is analyzed. Secondly, the paper looks into the policy context in which the PRC adopts the strategy of using law to govern the nation and education, and examines the contrasting scenarios between promotion of governance of education with the law, and public defiance of education laws in the PRC. Thirdly, the paper analyzes the deep-seated problems behind the scenario in the wider social and political contexts that shape education and law, and examines the role of law in governance and social change. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10