Empowerment from What? Teacher 'Citizenship Talk' Practices for Migrant Children in China

Autor/inn/en	Yiu, Lisa; Yu, Min
Titel	Empowerment from What? Teacher 'Citizenship Talk' Practices for Migrant Children in China
Quelle	In: Comparative Education, 58 (2022) 4, S.526-541 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-0068
DOI	10.1080/03050068.2022.2088691
Schlagwörter	Ethnography; Migrants; Student Attitudes; Student Empowerment; Public Schools; Educational Opportunities; Political Influences; Educational Policy; Definitions; Disadvantaged; Teacher Attitudes; Citizenship; Teacher Student Relationship; Social Change; Cultural Context; Foreign Countries; Critical Theory; Rural to Urban Migration; Administrator Attitudes; Middle School Students; Migrant Education; Institutional Characteristics; Government School Relationship; Teacher Empowerment; Professional Autonomy; Access to Education; China (Shanghai); China (Beijing) + Suchen Sie Ihr Suchwort? Ethnografie; Migrantin; Schülerverhalten; Studienberechtigung; Public school; Öffentliche Schule; Bildungsangebot; Bildungschance; Political influence; Politischer Einfluss; Politics of education; Bildungspolitik; Begriffsbestimmung; Lehrerverhalten; Staatsbürgerschaft; Teacher student relationships; Lehrer-Schüler-Beziehung; Sozialer Wandel; Ausland; Kritische Theorie; Landflucht; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Berufsfreiheit; Education; Access; Bildung; Zugang; Bildungszugang
Abstract	Drawing on two multi-site ethnographic projects in Beijing and Shanghai, we explore how teachers in both public schools and schools for migrant children have responded to state policies that restrict educational opportunities for migrant students. We argue the importance of political context in re-conceptualising empowerment by raising the question 'empowerment from what?' By making explicit what is normalised, we problematise the ways in which the predominant definition of empowerment has marginalised and trivialised the experiences of educators who are also engaging in powerful acts of empowerment in China. Importantly, this study sheds light on the ways in which Chinese teachers use 'citizenship talk' practices to engage in empowerment processes for migrant students. We contend that the value of this piece lies in pushing critical scholars to think more deeply about empowerment as socio-cultural transformation and advancing the field by generating debate on how context matters. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01