Reform and education: An exploration of the influence of Deng Xiaoping's ideas on current primary education policy, curricula and textbooks in China.

다국어 초록 (Multilingual Abstract)

Educational development in China continues to be the focus of much scholarly attention and social commentary because of the central role education plays in China's overall development, and because of China's increasing importance in global affairs.
Deng Xiaoping, the principal architect of China's Reform and Opening-Up initiated in 1978, spoke often of the importance of education. This study explored the impact of Deng Xiaoping's reform, as articulated in his pronouncements, on current primary education policy, curricula and textbooks. Three research questions were addressed: (1) What are Deng Xiaoping's statements, policies and directives explicitly or implicitly related to education? (2) How have Deng Xiaoping's ideas been reflected in current education policies? (3) How have these ideas been manifested in current primary social studies curricula and textbooks?.
Archival analysis was used for data collection and comparative content analysis for data analysis. Deng's works of 1975 to 1992 were reviewed, along with the Ninth Five-Year Plan for Educational Development, the National Social Studies Curriculum and the Social Studies Books I–VI. Deng Xiaoping's ideas about education were codified into ten categories, viz., interpretation of education, purpose of education, conception of education, education and leadership, education and the state, education and society, the outcomes of education, the context of education, education content and management of education. One or more idea or principle explicit or implicit in Deng Xiaoping Theory characterized each category. I then articulated what I anticipated the expected manifestation might be in policy, curricula or textbooks. Using these categories, the current education policy, social studies curriculum and textbooks were analyzed.
An analysis of the current policy, social studies curriculum and textbooks suggests that Deng Xiaoping's influence continues to have a significant impact on primary education in China today in terms of the goals and policies set by the Government of China. It was not within the scope of this study to address actual classroom practice, where teachers and local circumstances may have some transformative effects. However, in so far as the current official policy, the curriculum and textbooks articulate the Government of China's intention, the influence of Deng Xiaoping is clear and perceptible.