Abstract
This chapter is based on a case study conducted in Xisheng (pseudonym promised to the participants for anonymity purposes) in Northwest China to explore teachers’ perspectives on teaching under the market economy system. The original plan was to study local indigenous teachers, but that was not possible due to political sensitivity of the region at the time of data collection.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Beckett, G. H. (2012). Teaching in Northwestern China under a market economy: Opportunities and challenges. Canadian and International Education/Education canadienne et nternational, 41(2), 50–70. Retrieved from http://ir.lib.uwo.ca/cie-eci/vol41/iss2/4
Beckett, G. H., & MacPherson, S. (2005). Researching the impact of english on minority and indigenous languages in non-“Western” contexts. TESOL Quarterly, 39(2), 299–307.
Beckett, G. H., & Postiglione, G. A. (2010). A few words from the editors. Diaspora, Indigenous, and Minority Education: An International Journal, 4(1), 1–3.
Beckett, G. H., & Postiglione, G. A. (2012). China’s language policy for indigenous and minority education. In G. H. Beckett & G. A Postiglione (Eds.), China’s assimilationist language policy: Impact on indigenous/minority literacy and social harmony (pp. 3–17). London: Routledge.
Chang, B. N., & Lv, G. G. (2006). Investigation analysis into primary and middle school turn-over situation in poverty-stricken area of northwest: Gansu province is a case [in Chinese]. Education Science, 22(6), 61–64.
Cummins, J. (1984). Bilingual education and special education: Issues in assessment and pedagogy. San Diego, CA: College Hill.
Guo, S. (2012). Globalization, market economy and social inequality in China: Exploring the experience of migrant teachers globalisation, économie de marché et inégalités sociales en Chine: Comprendre les expériences des professeurs migrants. Canadian and International Education/Education canadienne et nternational, 41(2), 8–27. Retrieved from http://ir.lib.uwo.ca/cie-eci/vol41/iss2/4
Guo, S., & Guo, Y. (2012). Introduction: Teaching under China’s market economy: Emerging issues and challenges. Canadian and International Education/Education canadienne et nternational, 41(2), 1–7. Retrieved from http://ir.lib.uwo.ca/cie-eci/vol41/iss2/4
Guo, S., Guo, Y., Beckett, G. H., Li, Q., & Guo, L. (2013). Changes in Chinese education under globalisation and market economy: Emerging issues and debates. Compare: A Journal of Comparative and International Education, 43(2), 144–164. doi:10.1080/03057925.2012.721524
Guo, Y. (2012). Teaching english for economic competiveness: Emerging issues and challenges in english education in China enseignement de l’anglais, une question de compétitivité économique: problèmes émergents et défis pour l’enseignement de l’anglais en Chine. Canadian and International Education/Education canadienne et nternational, 41(2), 28–50. Retrieved from http://ir.lib.uwo.ca/cie-eci/vol41/iss2/4
Hatch, J. A. (2002). Doing qualitative research in education settings. Albany, NY: State University of New York Press.
Li, Q. (2012). Disparities between urban and rural teachers under China’s market economy: A case study of Hunan province L’éducation sous l’ère de l’économie de marché chinoise: une étude de cas de professeurs ruraux et urbains de la province de Hunan. Canadian and International Education/Education canadienne et nternational, 41(2), 71–86. Retrieved from http://ir.lib.uwo.ca/cie-eci/vol41/iss2/4
Lipman, P. (2012). Neoliberal education restructuring: Dangers and opportunities of the present crises. Monthly Review. Retrieved from http://monthlyreview.org/2011/07/01/neoliberaleducationrestructuring
Ma, R. (2009). The development of minority education and the practice of bilingual education in Xinjiang Uyghur Autonomous Region. Frontier Education China, 4(2), 188–251.
Macpherson, S. (2012). From neo-liberal ideology to critical sustainability for language policy studies in the P.R.C. In G. H. Beckett & G. A. Postiglione (Eds.), China’s assimilationist language policy: Impact on indigenous/minority literacy and social harmony (pp. 190–206). London: Routledge.
Pan, L. (2009). The existent problem of minority compulsory education and countermeasures in the western poor region. Social Scientist, 146(6), 65–67.
Peters, M. (2011). Neoliberalism and after? Free to exploit people and nature trade. New York, NY: Peter Lang.
Spradley, J. (1980). Participant observation. New York, NY: Holt, Rinehart, and Winston.
Thomas, W., & Collier, V. (2002). A national study of school effectiveness for language minority students’ long-term academic achievement. Santa Cruz, CA: Center for Research on Education, Diversity & Excellence.
Zhou, Y. S. (2012). A brief report of bilingual education for the Dongxiangs: A new initiative. In G. H. Beckett & G. A. Postiglione (Eds.), China’s assimilationist language policy: Impact on indigenous/minority literacy and social harmony (pp. 75–83). London: Routledge.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2016 Sense Publishers
About this chapter
Cite this chapter
Beckett, G., Zhao, J. (2016). Overworked and Stressed Teachers Under the Market Economy. In: Guo, S., Guo, Y. (eds) Spotlight on China. Spotlight on China. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6209-881-7_9
Download citation
DOI: https://doi.org/10.1007/978-94-6209-881-7_9
Publisher Name: SensePublishers, Rotterdam
Online ISBN: 978-94-6209-881-7
eBook Packages: EducationEducation (R0)