Unpacking the Policies, Historical Stages, and Themes of the Education Equality for Educational Sustainable Development: Evidence from China

Jian Li and Eryong Xue ()
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Jian Li: China Institute of Education Policy, Faculty of Education, Beijing Normal University, Beijing 100875, China
Eryong Xue: China Institute of Education Policy, Faculty of Education, Beijing Normal University, Beijing 100875, China

Sustainability, 2022, vol. 14, issue 17, 1-15

Abstract: The educational equality policies vary in terms of different spatial, cultural, economic, and social dynamics. Despite a great deal of discussion on how to implement equality policies into the Chinese education system, very little research has explored how the Chinese education equality policy responds to social inequalities. To address it, applying Rawls’ theory of justice, this study investigates the macro-level landscape of education equality in China through Dynamic Topic Models to examine their evolution of (unobserved) social equalities imbedded in different political documents over time. The findings present the key policies, the key historical period, the core themes of China’s equality education development, and its responses to social inequalities. In addition, the discussion and conclusion have been offered in the last section.

Keywords: Chinese education equality policy; social inequalities: China’s education system; education policy development (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2022
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (5)

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