'To Be Included among People': Families' Perceptions of Schooling and Contingent Negotiations in a Rural Tibetan Community in China

Autor/in	Ying, Yumjyi Ji
Titel	'To Be Included among People': Families' Perceptions of Schooling and Contingent Negotiations in a Rural Tibetan Community in China
Quelle	In: Compare: A Journal of Comparative and International Education, 53 (2023) 5, S.855-872 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ying, Yumjyi Ji)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7925
DOI	10.1080/03057925.2021.1976617
Schlagwörter	Foreign Countries; Rural Areas; Family Attitudes; Rural Schools; Grandparents; Parent Attitudes; Socioeconomic Influences; Role of Education; Public Schools; Social Mobility; Access to Education; Educational History; Consolidated Schools; Cultural Influences; Educational Policy; Elementary School Students; Educational Quality; Language Maintenance; Cultural Maintenance; Sino Tibetan Languages; China + Suchen Sie Ihr Suchwort? Ausland; Rural area; Ländlicher Raum; Rural areas; School; Schools; Schule; Schulen; Großeltern; Elternverhalten; Sozioökonomischer Faktor; Bildungsauftrag; Public school; Öffentliche Schule; Soziale Mobilität; Education; Access; Bildung; Zugang; Bildungszugang; History of education; Bildungsgeschichte; Consolidated school; Mittelpunktschule; Zentralschule; Cultural influence; Kultureinfluss; Politics of education; Bildungspolitik; Quality of education; Bildungsqualität; Sprachpflege
Abstract	State schooling is currently transforming Tibetans' perceptions and everyday experiences in Western China. Based on interviews with rural Tibetan parents and grandparents, and using subjectification as an analytical concept, this paper argues that schooling, alongside socio-economic changes, powerfully shapes the subjectivities of Tibetan parents and grandparents. Against their own sense of exclusion due to lack of schooling, they justified their support of schooling with recourse to promises of state schooling for their children to 'be included among the people' through social mobility. Set in the context of the School Consolidation Policy (SCP), this study illustrates the 'double directionality' of this subjectification process where participants were made into as well as becoming certain kinds of subjects through navigations of their social arena. Trivialising the SCP's challenging implications observed around rural China, participants supported schooling for the perceived better quality education under the SCP. Meanwhile, they were making contingent negotiations to ensure children learn Tibetan culture and language through school education as well as other mechanisms. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01