Download Class Work: Vocational Schools and China’s Urban Youth by Terry Woronov PDF

By Terry Woronov

Images of chinese language children with their heads buried in books for hours on finish, getting ready for high-stakes tests, dominate understandings of chinese language formative years in either China and the West. yet what approximately children who're now not at the route to educational luck? What occurs to early life who fail the state's high-stakes assessments? What many—even in China—don't discover is that as much as half the nation's adolescence are flunked out of the educational schooling approach after ninth grade.

Class Work explores the results for early life who've failed those checks, via an exam of 2 city vocational colleges in Nanjing, China. via a detailed examine the scholars' backgrounds, reviews, the colleges they attend, and their trajectories into the team, T.E. Woronov explores the price structures in modern China that stigmatize early life in city vocational faculties as "failures," and the political and financial constructions that funnel them into working-class futures. She argues that those marginalized scholars and colleges supply a privileged window into the continuing, complicated intersections among the socialist and capitalist modes of construction in China this day and the speedy transformation of China's towns into post-industrial, service-based economies. This ebook advances the idea that city vocational colleges aren't in basic terms "holding tanks" for educational mess ups; in its place they're incipient websites for the formation of a brand new operating class.

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Additional info for Class Work: Vocational Schools and China’s Urban Youth

Sample text

To clarify that theirs is just a secondary degree, the Dianda program was referred to as a “3+2” (san jia er) credential, which, in theory, combined the three years of secondary vocational education with two additional years of more advanced training. This additional training, students were assured, would make them more attractive in the job market when they graduated. In practice, however, neither the more advanced training nor the job market advantages ever materialized for the students enrolled in this program.

There was also a tiny concession stand (xiaomaibu) in one corner of the room that sold small packaged snacks and drinks to the students during class breaks and at lunchtime. The second floor, divided by a long hallway, had several long, narrow rooms used as teacher and administrator offices along the left and classrooms along the right. Windows in the teachers’ offices faced across a courtyard into the municipal offices, while the classroom windows looked out onto the traffic on-ramp of the massive Changjiang Bridge.

The discussion begins at a private weekend training course, where a growing new industry uses American self-help materials to teach confidence and self-promotion to China’s insecure youth. From there, I discuss the mandatory internships all the students were expected to complete during their final year of school. I follow some of the graduating students to internships on a construction site in Nanjing, where they discovered firsthand two discouraging facts about the changing urban job market: their vocational secondary degrees may not be enough to distinguish these students from rural migrant workers in the future, and family connections are more useful for employment than anything they may learn at school.

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