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978-0-7391-2963-0 • Hardback • December 2011 • $126.00 • (£97.00)
978-0-7391-7186-8 • eBook • December 2011 • $119.50 • (£88.00)
Xiaojiong Ding is associate professor at the Shanghai Academy of Educational Sciences. She serves as key member of the Center for International Education Study at the Ministry of Education and vice chairperson of the Academic Board of the Institute of Higher Education, and is member of the Shanghai Association of Comparative Education. She participates actively in educational policy making at the national and municipal levels. Among other works, Ding was one of the chief editors of Focusing on the Legislation of Minban Education (Beijing: Educational Sciences, 2001), and member of the editorial review board of Green Book of Education in China 2001 (Beijing: Educational Sciences, 2001). She has also published about sixty articles and book chapters on private and minban education, educational policies, policy implementation, and international and comparative education, including the journal of The China Quarterly and the Journal of Contemporary China.
Chapter 1: Introduction
Chapter 2: A New Framework for Understanding
Chapter 3: Minban Education I: The Nation
Chapter 4: Minban Education II: Shanghai
Chapter 5: Student Admission and Fee Charging
Chapter 6: Converted Schools
Chapter 7: The Model of Structural Fracturation
Ding's work is an unusual contribution to the literature about contemporary China. Using private education policies in Shanghai as a microcosm, and with a wealth of field data, she delineates a typical policy processes in China. The book explains some of the major puzzles about China held by those who are outside the system. In particular, she has uncovered the paradox between the apparent distortions during policy implementation on the one hand, and the general progress achieved by such policies on the other. Ding's work starts a new perspective of understanding China.
— Kai-ming Cheng, University of Hong Kong
This closely researched study of private schooling should interest those interested not only in Chinese education but also in Chinese policy implementation.
— Daniel Levy, SUNY Distinguished Professor, University at Albany
The book is based on a well-designed qualitative study with 65 in-depth interviews in 2001 and 2004. Ding tries to figure out the logic of policy implementation in Shanghai as an “insider” while having a clear awareness of the dilemma of studying a policy issue in her own culture. She makes the best use of her identity as an insider, not only as a Chinese but as someone who knows some “inside” stories concerning the issue interviewed.
— Frontiers of Education in China