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By O. Naftali

This publication is an unique, ethnographic examine of the emergence of a brand new form of brooding about young ones and their rights in city China. It brings jointly proof from a number of chinese language govt, educational, pedagogic and media courses, and from interviews and player observations performed in colleges and houses in Shanghai, China.

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Extra info for Children, Rights and Modernity in China: Raising Self-Governing Citizens

Sample text

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. Most of my informants reached reproductive age after the introduction of the government’s population policy in 1979 so a majority had only one child. There were a few exceptions, however.

The study therefore did not include a methodical inquiry into the thoughts and views of children. It does however incorporate children’s perspectives on the issue of rights, transmitted through informal exchanges I had with children in schools and at homes, and reflected in the many anecdotes parents and educators had related to me. These offered much valuable information regarding the role of the young in shaping contemporary notions of childhood and rights in postsocialist China. 30 Children, Rights and Modernity in China Outline of the book I begin the book with an overview of the development of the childrights discourse in China of the post-socialist era.

This is especially true when dealing with people of low social status, poor people, or children…. Chinese children have long been treated…merely as means to get ahead in society and not as “persons” in the full sense of the word. The notion of treating students as subjects, added Professor Chen, signifies an important departure from previous Chinese thinking about the nature of the education process. ” Children were thought “to lack consciousness of themselves (ziji de yishi)” and were therefore considered “products” to be worked rather than autonomous persons.

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