Technical Vocational Education for Migrant Girls in Western China: Transformational Benefits

Autor/inn/en	Li, Yu; Seeberg, Vilma
Titel	Technical Vocational Education for Migrant Girls in Western China: Transformational Benefits
Quelle	In: Chinese Education & Society, 55 (2022) 3, S.203-224 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1061-1932
DOI	10.1080/10611932.2022.2068343
Schlagwörter	Migrants; Foreign Countries; Females; Vocational Education; Technical Education; Rural Areas; Access to Education; Ethnicity; Minority Group Students; Student Attitudes; Poverty; Aspiration; Personal Autonomy; Well Being; Socioeconomic Status; Gender Differences; Educational Policy; China + Suchen Sie Ihr Suchwort? Migrantin; Ausland; Weibliches Geschlecht; Ausbildung; Berufsbildung; Technikunterricht; Rural area; Ländlicher Raum; Education; Access; Bildung; Zugang; Bildungszugang; Ethnizität; Schülerverhalten; Armut; Streben; Individuelle Autonomie; Well-being; Wellness; Wohlbefinden; Socio-economic status; Sozioökonomischer Status; Geschlechterkonflikt; Politics of education; Bildungspolitik
Abstract	Migrant workers in China and their children too frequently are treated as outsiders in the city. This paper explores and compares the opportunities for female Technical Vocational Education and Training (TVET) students in western rural areas of China. Learning from migrant girls how they perceive and evaluate benefits in and from their schooling provides us insights into how TVET played a role in achievements that rural migrant girls value and enact. The capability approach specified for education is used as a structure to assess TVET as experienced by its participants. This research shows that despite its deficiencies and obscurity within socio-economic structures, for the current generation of young rural migrant girls, TVET education was highly accessible, provided a singular opportunity and space to equip them with some skills and knowledge, and enhanced their capabilities to participate in a rapidly changing urbanizing economy. TVET education created changes on both individual and collective levels. Rural migrant girls' opportunities were constrained by unequal migration patterns and were structured along intersections of gender and ethnic lines. Implications for improving TVET policy include improved information flow, diversification of TVET curriculums, standardization of regulations, and increased opportunities for female and ethnic students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01