28 SES 03 B, New Definitions of Justice in the Field of Education and Training; New Geographical And Temporal Scales Part 1
Symposium to be continued in 28 SES 04 B
While China has experienced unprecedented economic growth, with the increased population flow, migrants have become another prominent group that suffers from social exclusion. This study aims to explore the virtual effects and outcomes of national policies implementation regarding education of migrant students in Shanghai, and to find how national policy formulating and goals to interpret and to implement in local and school level? What is the status quo and real effects? Drawing data from migrant schools, it further interpreted contexts of practices in virtual schools and demonstrated the dynamics and tensions between national and local interests. This paper tried to adopt context of practice (Richard and Stephen 2017) and place (Honig 2006) to explore the status quo, and to analyze the gap and conflict between policy making and policy practice for migrant children in Shanghai, especially “placing” of schools, teachers and students in the policy process. By utilizing Pierre Bourdieu’s concepts of cultural and social capital, field, and habitus, we also try to answer how and why social background and social identity of migrant children influence their educational experience and their social position in Shanghai. In order to answer these questions, we try to use qualitative methods with semi-structured interviews (7 principals, 71 teachers and 69 students, selected by gender, birth city, discipline, age, education, working experiences, etc) were adopted to gather data in the selected 10 migrant schools of Shanghai, where enrolled 100% migrant children of subaltern social groups. The further triangulated data from 100 classroom observations and document analysis. Our findings show that according to local policy implementation, migrant children mostly located in the suburban and fringe areas, especially placed in the migrant children schools, separating from local students. Then because of the big differences among mandarin, Shanghai dialects and regional dialects, they stayed more with townsman groups, and placing nearly the certain limited and subaltern areas with originally regional habitus and cultural practice, like their eating habits and social network, etc, which are marginalized and excluded from the Shanghai society. When we tried to explain these phenomenon, we find that firstly there exists big gap and conflict between national policy making and local policy practice, which placed migrant children in the margin of society; then their cultural practice and habitus separate them furtherly and reproduce differences in their regular life through transmitting their migrant culture by peer selection and also “migrant teachers” in school, etc.
Honig, M. I. 2006. “Complexity and Policy Implementation: Challenges and Opportunities for the Field.” In New Directions in Education Policy Implementation: Confronting Complexity, edited by M. I. Honig, 1–24. Albany: State University of New York Press. Meredith I. Honig (2003), Building policy from practice: District central office administrators’ roles and capacity for implementing collaborative education policy, Educational administration quarterly, vol.39, No. 3, 292-338. Silver, H. (1994) Social exclusion and social solidarity, International Labour Review, 133, 531–578. Stephen J. Ball & Christian Maroy (2009) School's logics of action as mediation and compromise between internal dynamics and external constraints and pressures, Compare: A Journal of Comparative and International Education, 39:1, 99-112.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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