By O. Naftali
This e-book is an unique, ethnographic research of the emergence of a brand new form of considering kids and their rights in city China. It brings jointly facts from numerous chinese language executive, educational, pedagogic and media courses, and from interviews and player observations carried out in faculties and houses in Shanghai, China.
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Extra resources for Children, Rights and Modernity in China: Raising Self-Governing Citizens
Described by contemporary Chinese scholars as “a turning point in the history of education reform” and as “the most pressing task every educator currently faces” (Sun Lichun, 2001: 1), the “education for quality” plan aims to address the excesses of “traditional,” “exam-oriented education” which is said to have stiﬂed creativity, dulled students’ minds and led to numerous social and psychological problems among China’s youth (Communist Party of China, 2000: 232). ” Discipline, loyalty, and submission in children have been instilled through the use of exemplary models and the learning techniques of imitation and repetition (Bakken, 1999: 96; see also Wu David, 1996; Landsberger, 2001; Kipnis, 2011; Woronov, 2008).
An important milestone in this respect was China’s ratiﬁcation of the 1989 UN Convention on the Rights of the Child (UNCRC). 3 The Chinese government formally ratiﬁed the UNCRC in 1990 and has since submitted periodic reports to the UN Committee on the Rights of the Child, the international body responsible for monitoring its implementation. China’s ratiﬁcation of the UNCRC is signiﬁcant in several ways. First, it indicates the Chinese government’s readiness to adopt a canon that (presumably) represents universally agreed norms for children’s development (Naftali, 2009).
More than half of these Shanghai mothers were educated, white-collar workers. Three had at least a middle school education; two had a college diploma; nine had a Bachelors’ degree; and one possessed a PhD. In addition, I also interviewed two market vendors, two homemakers, and a former factory worker. Mothers of this group had relatively lower levels of education. While three had a middle school diploma, one had completed only nine years of schooling, while another—a recent migrant from the countryside— had only attended primary school.