File Download

There are no files associated with this item.

  Links for fulltext
     (May Require Subscription)
Supplementary

Article: The dilemma of care: A theory and praxis of citizenship-based care for China's rural migrant youth

TitleThe dilemma of care: A theory and praxis of citizenship-based care for China's rural migrant youth
Authors
Issue Date2016
Citation
Harvard Educational Review, 2016, v. 86, n. 2, p. 261-288 How to Cite?
Abstract© by the President and Fellows of Harvard College. In this article, Lisa Yiu examines how migrant students attending public schools in Shanghai perceive teachers as uncaring and how the majority of teachers claim they are disempowered from caring. She contends that recent Shanghai reforms, which aim to "care" for migrant youth through inclusion into public schools, may be having the opposite effect, arguing that the nature of contact between educators and migrant youth is structured by conflicting state policies on citizenship, which constrain teachers from caring in the way migrant students desire. Yiu's findings problematize recent scholarship on migrant children's schooling which presumes that the dynamics of exclusion are primarily rooted in teacher prejudices. Importantly, this study advances caring theory by reconceptualizing care within the institutional context of the state's citizenship policies and contributes to a citizenship-based care praxis that is relevant to Chinese migrant youth who attend public schools.
Persistent Identifierhttp://hdl.handle.net/10722/246780
ISSN
2015 Impact Factor: 0.786
2015 SCImago Journal Rankings: 1.084

 

DC FieldValueLanguage
dc.contributor.authorYiu, Lisa-
dc.date.accessioned2017-09-26T04:27:58Z-
dc.date.available2017-09-26T04:27:58Z-
dc.date.issued2016-
dc.identifier.citationHarvard Educational Review, 2016, v. 86, n. 2, p. 261-288-
dc.identifier.issn0017-8055-
dc.identifier.urihttp://hdl.handle.net/10722/246780-
dc.description.abstract© by the President and Fellows of Harvard College. In this article, Lisa Yiu examines how migrant students attending public schools in Shanghai perceive teachers as uncaring and how the majority of teachers claim they are disempowered from caring. She contends that recent Shanghai reforms, which aim to "care" for migrant youth through inclusion into public schools, may be having the opposite effect, arguing that the nature of contact between educators and migrant youth is structured by conflicting state policies on citizenship, which constrain teachers from caring in the way migrant students desire. Yiu's findings problematize recent scholarship on migrant children's schooling which presumes that the dynamics of exclusion are primarily rooted in teacher prejudices. Importantly, this study advances caring theory by reconceptualizing care within the institutional context of the state's citizenship policies and contributes to a citizenship-based care praxis that is relevant to Chinese migrant youth who attend public schools.-
dc.languageeng-
dc.relation.ispartofHarvard Educational Review-
dc.titleThe dilemma of care: A theory and praxis of citizenship-based care for China's rural migrant youth-
dc.typeArticle-
dc.description.natureLink_to_subscribed_fulltext-
dc.identifier.scopuseid_2-s2.0-84975078689-
dc.identifier.volume86-
dc.identifier.issue2-
dc.identifier.spage261-
dc.identifier.epage288-
dc.identifier.eissn1943-5045-

Export via OAI-PMH Interface in XML Formats


OR


Export to Other Non-XML Formats