The Implementation of Inclusive Education in Beijing: Exorcizing the Haunting Specter of Meritocracy(Emerging Perspectives on Education in China)

The education implementation process in China remains uncharted by researchers. The Implementation of Inclusive Education in Beijing: Exorcizing the Haunting Specter of Meritocracy puts forth a general theory on China’s education programs, encompassing policy processes, actions, and interactions and grounded on the views of street-level bureaucrats in China. Kai Yu investigates these processes and presents teachers’ reflections on the change process, as well as implementation stories from four Beijing schools. He reports on their attitudes, their beliefs, and their pedagogical practices for implementing the innovative education program. Yu argues that the imperatives of meritocratic ideology have undermined the detracking policy and its practice. The strength of a program of change rests not so much on the power of the ideas, purposes, and values as on the reinterpretation of the implementers based on their personal understandings of institution and practice.

Table of Contents:
Chapter One: The Haunting Specter Chapter Two: Key Issues Chapter Three: The Policy Chapter Four: Implementation Stories: Four Cases Chapter Five: The Implementers Chapter Six: Cross-case Analysis Chapter Seven: Inclusive Education in a Market Society: Remaking Meritocracy with Chinese Characteristics

About the Author :
Kai Yu is associate professor of education and public policy at Beijing Normal University.

Review :
Professor Kai Yu richly elucidates this matter in a qualitative study that focuses on the dynamics of school reform in modern Beijing. He effectively employs the conceptualization of the 'street level bureaucrat' whose decisions affect what is and what is not realized. This conceptualization, which came out of examining the implementation of special education reform in one state in the United States over 40 years ago, proves to be equally useful in understanding why central goals for inclusive child-focused education in China and more specifically in Beijing have only been partially realized. . . .[I]t is an important book that nuances what we are learning about school change and deepens our understanding of how capacity, ideology, and local power limit the ability of central authorities to change schools. Dr. Yu details the political, historical, economic, and philosophical backdrop to meritocracy and inclusive education in Beijing and China. The case studies and the themes he addresses will resonate with education systems around the world. Dr. Yu shows how meritocracy and inclusive education intersect achievement, motivation, school structures, educational access, post-school opportunities, and the day-to-day lives of students, parents, and teachers. As Beijing and China navigate this landscape, so too do all education systems. The lessons learned and the policy and pedagogical ways forward that are identified in this book will have applicability well beyond China and well into the twenty-first century. This is an important book for educators, political scientists, sociologists, and policy makers. It provides valuable insights into the challenges of school reform in Beijing and China and offers understandings that are equally relevant to those who study or attempt to foster change in the U. S. and other countries. Professor Kai Yu’s examination of street-level implementation of education policy in four Beijing high schools provides important information regarding the challenges of implementing inclusive education policies when street-level bureaucrats respond to other drivers, while describing how some educators have been able to promote inclusive student-centered learning. For over a century, public education systems across the globe have pursued two overarching and at times conflicting goals: equity (closing gaps in educational opportunities and outcomes) and excellence (improving achievement). Professor Kai Yu’s fascinating book tells the dynamic history of the tug of war between these two goals in China through social history and four rich case studies. This incisive analysis of how meritocratic vs. social justice visions of education have evolved and are playing out in Beijing is a must read for scholars of education policy and practice in China. It is also highly informative of similar debates in the U.S. and around the world.