Social justice education with Chinese characteristics: An example from Shanghai

Abstract

This article analyses a Chinese approach to social justice in education using the example of Shanghai. In addressing schooling inequalities, Shanghai illustrates social justice education with Chinese characteristics, which revolves around the ideal of 'educational balance' (jiaoyu junheng). The 'balance' in question is about achieving a values-centred and all-round education in and across all schools through the cultivation of a school's 'inner quality' (neihan). This Chinese formulation of social justice education is manifested through two representative policy measures: creating and strengthening 'new high-quality schools' and helping weak schools to level up. The Chinese characteristics of these action plans are seen in two ways: a focus on social justice between schools rather than between students; and an emphasis on the moral cultivation of students. It is argued that a Chinese model of social justice education promotes educational equity to some extent through the politics of redistribution, recognition and representation. However, a major critique is its hegemonic and top-down nature, which overlooks alternative and competitive voices-especially those of migrant children-as part of a politics of representation.

Enhancement Strategies of Traditional Cultural Inheritance on Moral Education in the Internet Era

“…Integrating traditional cultural elements in moral education can effectively improve students' moral literacy. The Internet era provides rich and diverse information resources but also brings the impact of cultural pluralism [6][7][8]. In this context, how to effectively utilize Internet technology for the inheritance of traditional culture and make it a useful supplement to moral education is an important task facing educators [9][10][11].…”

Exploring the Development Path of Collaborative Education between College Civics Courses and Daily Civics Education Combined with the Theory of Three-Whole Parenting

“…Bakhurst, D. explored the pursuit of education and philosophy and pointed out that moral education is a prerequisite for philosophical thinking [14]. Tan, C. studied the problems related to the equal distribution of educational resources in Shanghai, which, by guiding the schools in the fair distribution and competition and educating students' moral qualities, among other aspects, to achieve relative fairness in education, but ignored the pedagogical demands of some foreign children and migrant students [15]. Duan, J et al drew on Confucianism to design a self-cultivation analytical model to tap the potential application scenarios of the idea of cultivation of the body in moral education in today's society [16].…”

“…The results of the comprehensive evaluation of the first-level index After the overall evaluation of the quality of collaborative education between ideological courses and civic education at S University, each secondary indicator was analyzed in order to identify the significant factors affecting the quality of collaborative education between ideological courses and civic education in the university. Among them, the15 secondary indicators are 1 Establishment of the Triple Aim, 2 Educational Objectives, 3 Curricular Objectives, 4 Teaching Structure, 5 Educational Activities, 6 Educational Thinking, 7 Teaching Methods, 8 Teaching Tasks, 9 Educational Contents, 10 Competence Cultivation, 11 Teacher-Student Relationships, 12 Expansion of Thinking, 13 Student Enthusiasm, 14 Educational Achievements, and 15 Employment Situation. The evaluation results of the second-level indicators of the collaborative cultivation of ideological courses and civic education are shown in Figure 7, which shows that 4 Teaching Structure and 10 Competence Cultivation got high scores, 4.92 and 4.89, respectively, which indicates that the aspects of teaching structure and competence cultivation are carried out relatively well in this teaching model.…”