"Children of Great Development": Difficulties in the Education and Development of Rural Left-Behind Children

Autor/inn/en	Pan, Lu; Ye, Jingzhong
Titel	"Children of Great Development": Difficulties in the Education and Development of Rural Left-Behind Children
Quelle	In: Chinese Education & Society, 50 (2017) 4, S.336-349 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1061-1932
DOI	10.1080/10611932.2017.1382137
Schlagwörter	Rural Areas; Age Differences; Gender Differences; Socioeconomic Influences; Poverty; Child Development; At Risk Persons; Foreign Countries; Migrant Workers; Urbanization; Elementary Secondary Education; Social Influences; Economic Development; Educational Policy; Social Change; China + Suchen Sie Ihr Suchwort? Rural area; Ländlicher Raum; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; Sozioökonomischer Faktor; Armut; Kindesentwicklung; Risikogruppe; Ausland; Wanderarbeiter; Urbanisation; Urbanisierung; Sozialer Einfluss; Wirtschaftsentwicklung; Politics of education; Bildungspolitik; Sozialer Wandel
Abstract	Over the past 30 years in China, the development ideology--a model of economic development that is characterized by urbanization, industrialization, and modernization--has brought about many changes and consequences, including increased migration by the rural population, sharp adjustments in urban-rural education policy, the decline of rural society, and a deteriorating educational context facing rural left-behind children. At the family level, labor force migrations have had a far-reaching impact on left-behind children. At the school level, the decline of rural education and urbanization trend have derailed the healthy development of left-behind children. At the community level, the deterioration of rural values amid rapid urban-rural changes has aggravated the developmental risks facing left-behind children. Among rural left-behind children, those who are older (post-compulsory schooling age) and girls, and from poverty-stricken backgrounds face more developmental risks. The authors take into consideration empirical research from regions such as Sichuan and Henan, provide an account of the educational and developmental challenges facing rural left-behind children, and reflect on the developmentalist ideology underlying societal changes. [This article was translated by Jeff Keller.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01