Book reviews directions. The complexities and contradictions associated with reformist policies and practices are illustrated with some anecdotes reflecting the personal experiences of the author in visiting schools in China. The tensions between ‘traditional’ and ‘modern’ education are considered, along with the friction generated by clashes between imported foreign concepts and existing internal practices. ‘Inequalities and Disparities’ explores the highly complex, often fragmented, and multidimensional nature of modern Chinese society which is broadly reflected in its education system. Throughout the book, the references cited are almost exclusively from English language documents, articles, reports, or translations. It is therefore arguable that the perspectives and evidence presented reflect an external view of China and its education system, one that is largely constructed from evidence intended for foreign audiences (such as the China Daily), or compiled by foreign academics and observers. This is not to suggest that the evidence is inaccurate, intentionally biased, or unrepresentative, to a point, but it does necessarily reflect the limitations imposed on the narrative. Ideally, the presentation of a counter-balance – a more sympathetic view from within a wholly Chinese worldview – would enhance the book. This approach is one that looks
at the overwhelming challenges faced by the Chinese government in attempting to harmonize disparate ethnic groups, promote national unity, stabilize unrest, eliminate inequality, and maintain social order, all while creating a literate, productive citizenry of 1.4 billion people. Depending on the perspective of the reader, some of the discussion – drawing on English language sources – focuses on intellectual, cultural, and philosophical debates in which external, largely western thinking is pitted against Chinese values and views. The contest thus described, while fascinating, it not necessarily entirely representative of how these questions are viewed from the inside by Chinese thinkers, educators, and leaders. In summary, for those seeking to know more about the field of education in China, the book offers an account that is highly readable, factually rich, and interesting. Its strengths lie in its commitment to balance and judiciously selected detail, albeit within the limitations imposed by its sources and authorial perspective. Malcolm Pritchard is Head of School at The Independent Schools Foundation (ISF) Academy, Hong Kong Email: mpritchard@isf.edu.hk
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