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School Leadership, Citizenship Education and Politics in China = Experiences from Junior Secondary Schools in Shanghai /

Record Type:	Language materials, printed : Monograph/item
Title/Author:	School Leadership, Citizenship Education and Politics in China/ by Shuqin Xu.
Reminder of title:	Experiences from Junior Secondary Schools in Shanghai /
Author:	Xu, Shuqin.
Description:	XVII, 195 p. 3 illus.online resource. :
Contained By:	Springer Nature eBook
Subject:	Educational policy. -
Online resource:	https://doi.org/10.1007/978-981-10-1643-1
ISBN:	9789811016431

School Leadership, Citizenship Education and Politics in China = Experiences from Junior Secondary Schools in Shanghai /
Xu, Shuqin.

School Leadership, Citizenship Education and Politics in ChinaExperiences from Junior Secondary Schools in Shanghai /[electronic resource] :by Shuqin Xu. - 1st ed. 2016. - XVII, 195 p. 3 illus.online resource. - Governance and Citizenship in Asia,2365-6255. - Governance and Citizenship in Asia,.

Chapter 1 Introduction -- Chapter 2 CE and School Leadership: Theoretical Perspectives -- Chapter 3 Social Change, School Leadership and CE in China: A Historical Review -- Chapter 4 A General Picture of School Leadership and CE in Shanghai -- Chapter 5 School Leaders' Perceptions and Responses to the CPC-Led State's Policies and Requirements: Four Major Scenarios -- Chapter 6 Complicated Working Relationship between Principals and SPSs: Coexistence of Cooperation and Contention -- Chapter 7 Factors shaping School Leadership in CE -- Chapter 8 Discussion and Conclusion: School Leadership in CE as a Political Exercise.

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.

ISBN: 9789811016431

Standard No.: 10.1007/978-981-10-1643-1doiSubjects--Topical Terms:

1200004
Educational policy.

LC Class. No.: LC8-6691

Dewey Class. No.: 379

School Leadership, Citizenship Education and Politics in China = Experiences from Junior Secondary Schools in Shanghai /
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520 $a 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.
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