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Author Xu, Shuqin, author

Title School leadership, citizenship education and politics in China : experiences from junior secondary schools in Shanghai / Shuqin Xu
Published Singapore : Springer, 2016
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Description 1 online resource
Series Governance and citizenship in Asia
Governance and citizenship in Asia
Contents Foreword; Preface; Contents; List of Figures; Abbreviations; 1 Introduction; References; 2 CE and School Leadership: Theoretical Perspectives; Concepts of Citizenship and CE; Citizenship and the Nation-State; CE and the Nation-State; Theories of School Leadership; School Leadership: Three Major Approaches; School Leadership: Its Micro- and Macro-politics; Curriculum Leadership as an Integral Part of School Leadership; Debates on School Leadership in China; Dual-Line Leadership in Chinese Schools; Politics and Chinese School Leadership; Curriculum Leadership in Chinese Schools
Theoretical Issues of CE in ChinaThe Nature and Purposes of Chinese CE; Tension Between CE and Academic Instruction; Who Should Lead CE in School?; Theoretical Framework Proposed by This Book; Summary; References; 3 Social Change, School Leadership, and CE in China: A Historical Review; The CPC as the Most Powerful Macro-political Actor in China; Integrating Politics with State Governance; Directing and Regulating Economic Development; Stressing Political Construction; The Integration of Politics and Education in China
The CPC as Manipulator of Education's Oscillating Political and Economic TasksThe CPC as the Principal Definer of CE; The CPC as the Macro Designer of School Leadership; Summary; References; 4 A General Picture of School Leadership and CE in Shanghai; Social and Educational Context of Shanghai; CE in Shanghai; Institutionalization of Shanghai CE; Politics-Oriented CE Programs in Shanghai; CE Approaches Adopted from National Policies and Added New Ones to Suit for Local Policies; School Leadership System in Shanghai; Shanghai's Initiative of Reforming School Leadership System
Shanghai Principals' and SPSs' Dual QualificationsShanghai Principals' and SPSs' Dual and Intertwined Responsibilities; Summary; References; 5 School Leaders' Perceptions and Responses to the CPC-Led State's Policies and Requirements: Four Major Scenarios; Scenario I: Active Acceptance; Principals' Active Acceptance of CE Policies and Regulations; SPSs' Active Acceptance of CE Policies and Regulations; Comparison of Principals' and SPSs' Active Acceptance; Scenario II: Passive Acceptance; Principals' Passive Acceptance of Policies and Requirements
SPSs' Passive Acceptance of Policies and RegulationsComparison of Principals' and SPSs' Passive Acceptance; Scenario III: Supportive Modification; Principals' Supportive Modification of CE Policies and Requirements; SPSs' Supportive Modification of CE Policies and Requirements; Comparison of Principals' and SPSs' Supportive Modification; Scenario IV: Unsupportive Modification; Principals' Unsupportive Modification of CE Policies and Requirements; SPSs' Unsupportive Modification of CE Policies and Requirements; Comparison of Principals' and SPSs' Unsupportive Modification; Summary; Reference
Summary This book examines and theorizes the dynamics and complexities of leadership in citizenship education in junior secondary schools in Shanghai, China. Specifically, it examines from a macro- and micro-political theoretical perspective the interactions between principals and school party secretaries (SPSs), and how they respond to the demands of macro- and micro-political actors. This qualitative empirical research found four major school leadership/citizenship education scenarios in which principals and SPSs addressed the interests of different macro- and micro-political actors. Moreover, principals and SPSs enjoyed a complicated working relationship at the micro-political (school) level in which they collaborated to fulfill their responsibilities and respond to school macro- and micro-political actors, while competing for power over leadership in citizenship education. Principals' and SPSs' leadership in citizenship education was shaped by inter-related factors, including diverse influences in a multi-leveled world, the integration of politics and education, the demands of macro- and micro-political actors, and personal factors. To interpret these findings, this study proposes a theoretical framework for understanding leadership in citizenship education in China as a political exercise. This theoretical framework is useful for understanding the complexity of school and citizenship education leadership, the micro-political relationship between Chinese principals and SPSs, and their dynamic and complex interactions with macro- and micro-political actors
Bibliography Includes bibliographical references and index
Notes Online resource, title from PDF title page (EBSCO), viewed September 15, 2016
Subject Citizenship -- Study and teaching (Secondary) -- China -- Shanghai.
Educational leadership -- China -- Shanghai.
School management and organization -- China -- Shanghai.
Form Electronic book
ISBN 9789811016431 (electronic bk.)
9811016437 (electronic bk.)