China's Janus-faced Approach to <italic>Su Zhi</italic> Education: A Capability Perspective
S<italic>u zhi</italic> education has been adopted in schools in China to correct the overemphasis on test scores and to promote whole-person development. Although <italic>su zhi</italic> reform is not based on a capability approach, using such an approach helps to reveal the internal contradiction of the policy framework. A comprehensive analysis of the policy demonstrates that China's <italic>su zhi</italic> policy is Janus-faced, as it merely pays "lip-service" to capability development while establishing several road-blocks to prevent Chinese schools from embracing a holistic approach to education. In doing this the paper contributes to the literature on the capability approach by summarizing a tentative list of irreducible core capabilities in the Chinese context. Given the lack of research on China as a case, the discussion on the capabilities derived from <italic>su zhi</italic> education policy provides a reference point for future research.
Year of publication: |
2014
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Authors: | Wang, Li |
Published in: |
Journal of Human Development and Capabilities. - Taylor & Francis Journals, ISSN 1945-2829. - Vol. 15.2014, 4, p. 308-319
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Publisher: |
Taylor & Francis Journals |
Saved in:
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