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- W228297777 abstract "Studies of China's educational system tend to take two ap proaches. One treats China's schools as relatively independent institutions and focuses on structure of its educational sys tem (Hawkins 1983; Price 1984), education model it has adopted (Lofstedt 1980; Chen 1981; Hayhoe 1989), and educational reforms that are going on presently (Hawkins 1983; Pepper 1990). The other pays more attention to inter action between education and political institution in China and focuses more on impact of China's politics on its education. Some studies along this line have examined Marxist educa tional theory and its Chinese version (Lofstedt 1980), educa tion aims and thoughts of party chairman Mao Zedong (Price 1979), China's educational policies (Unger 1982; Shering ham 1984), and two-line struggle1 as displayed in educa tional arena (Pepper 1990). Some pioneering work in study of political socialization of Chinese youth is also found in this set of literature (Unger 1982; Hawkins 1983). This research has undoubtedly advanced and enriched study of China's education. The role that education plays in status/class mo bility process, however, has not received due attention. Chi nese educators do not share commonly conceived view in this country that purpose of general education is the con tinuance of liberal and humane tradition (Conant 1943). General education at both school and college level affects one's mobility opportunity more directly than is case with Amer ica. This paper uses Turner's distinction between sponsored and contest systems as a theoretical framework and examines why China's educational system is a sponsored one and how a" @default.
- W228297777 created "2016-06-24" @default.
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- W228297777 date "1992-01-01" @default.
- W228297777 modified "2023-09-24" @default.
- W228297777 title "An Analysis of China's Education from Sponsored System Perspective." @default.
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