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Design and Practice: Education in the Formation of the New China in the Twentieth Century

These two books in concert enable a view of Chinese education in the twentieth century as intimately connected with social revolution and the formation of a China-centered modernity. This claim is complex, for these books also reveal Chinese partnerships with outsiders and participation in ideas, systems, and methodologies in the wider world even as Chinese intellectuals stoked the fires of Chinese nationalism. A further reality is that these books testify to the ways that education in modern China was and remained subordinate to politics in the late imperial period, through the overthrow of the Qing regime and the formation of the Republic of China in 1912 and through the Maoist and post-Mao reformist eras of the second half of the twentieth century. One theme prevails in both books: Education of all Chinese people was part of varying and contested conceptualizations of Chinese nationhood, but this populist approach has stayed within the confines of an elitist ideology inherited from Chinese tradition. Education is the means of both social control and social mobility, no matter that it now reaches into China's vast rural hinterland to an extent undreamed of a century ago.