By Shuqin Xu
This e-book examines and theorizes the dynamics and complexities of management in citizenship schooling in junior secondary faculties in Shanghai, China. in particular, it examines from a macro- and micro-political theoretical point of view the interactions among principals and college get together secretaries (SPSs), and the way they reply to the calls for of macro- and micro-political actors. This qualitative empirical examine came upon 4 significant institution leadership/citizenship schooling situations during which principals and SPSs addressed the pursuits of alternative macro- and micro-political actors. furthermore, principals and SPSs loved a sophisticated operating dating on the micro-political (school) point within which they collaborated to satisfy their tasks and reply to tuition macro- and micro-political actors, whereas competing for energy over management in citizenship schooling. Principals’ and SPSs’ management in citizenship schooling was once formed via inter-related components, together with different impacts in a multi-leveled global, the combination of politics and schooling, the calls for of macro- and micro-political actors, and private components. To interpret those findings, this examine proposes a theoretical framework for figuring out management in citizenship schooling in China as a political workout. This theoretical framework comes in handy for realizing the complexity of college and citizenship schooling management, the micro-political dating among chinese language principals and SPSs, and their dynamic and intricate interactions with macro- and micro-political actors.
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Additional info for School Leadership, Citizenship Education and Politics in China: Experiences from Junior Secondary Schools in Shanghai
Chi, X. (2007). Xuexiao deyu guanli zhongde jizhong changjian wuqu ji duice fenxi (The mistakes and strategies of school moral education administration). Zhongxiaoxue Guanli (Administration of Primary and Secondary School Education), 12, 41–43. Child, J. (1994). Management in China during the age of reform. Cambridge, England: Cambridge University Press. Clayton, T. (2000). Education and the politics of language: Hegemony and pragmatism in Cambodia, 1979–1989. Hong Kong: Comparative Education Research Centre, University of Hong Kong.
This is because educational authorities control and manage schools for political, social, and economic purposes by appointing and evaluating school leaders and controlling their actions (Ge 2003; Lin 1993). The higher authorities also circumscribe school leaders’ power by controlling the recruitment and promotion of teachers, funding, and curriculum (Bush et al. Wang 2012). The control/active response model points out that, despite being controlled by the CPC-led state, school leaders can still play an active role in analyzing and responding to that control in ways that maximize their and their school’s interests.
New York, NY: Routledge. Bao, C. (2004). Xiaozhang fuzezhixia de xiaozhang quanli daxiao jiqi guiyue (School principals’ power in principal responsibility system and its regulation). Jiaoyu Kexue (Education Science), 20(4), 51–53. , & Ugurlu, C. T. (2012, Feburary 2–5). Distributed leadership and organizational trust: The case of elementary schools. Paper presented at the 4th World Conference on Educational Sciences-WCES 2010, University of Barcelona-Spain. Blase, J. (1991). The politics of life in schools: Power, conflict and cooperation.
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