活動

2015年8月5日

12:00 – 13:30

香港中文大學田家炳樓八樓，中國研究服務中心

Jinting WUAssistant Professor, the University of Macau

Jinting Wu is Assistant Professor of Education Policy at the University of Macau. She received her PhD with a joint degree in Educational Policy Studies and Curriculum and Instruction, and a minor in Cultural Anthropology from the University of Wisconsin-Madison. She was a Marie Curie Postdoctoral Fellow at the University of Luxembourg, also a recipient of the 2013 Gail P. Kelly Outstanding Dissertation Award in Comparative Education. Her research interests include comparative, international, and global studies of education, anthropology of education, transnational curriculum inquiry, educational theory and philosophy, and qualitative research methods. She is the author of Fabricating an Educational Miracle: Compulsory Schooling Meets Ethnic Rural Development in Southwest China, forthcoming with the State University of New York Press.

報名或訂餐請於每個演講日上午10:00之前，致電或電郵至中國研究服務中心，謝謝。

Tel.: (852) 3943-8763/8765
Email: event@usc.cuhk.edu.hk

语言：英文/中文
费用：餐费港币20元；不订餐者免费

In today’s China, education is translated into both acute social desires and profound disenchantment. Shanghai’s stellar performance in the recent Program for International Student Assessment (PISA) paints a celebratory image of educational success yet tells only a partial story. For many in rural China who are schooled yet prepared only for factory sweatshops, education remains an elusive ideal and offers a hollowed promise of social mobility. Drawing from interviews, participant observations, oral history, and archival research in a Miao and a Dong village-town in Qiandongnan Prefecture, Guizhou Province, this paper examines the unintended consequences of the state’s compulsory education policy commonly known as the Two Basics Project (TBP 兩基工程). The paper further explores how the official policy’s one-size-fits-all criteria of educability jar with the Miao and the Dong ethnic people’s rich cosmologies and notions of the “educated person.” The chapter questions the very “progressive” ideals in China’s educational agenda, and challenges binaries such as literacy/illiteracy, cultured/uncultured, modernity/traditionalism.

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