In 1998, the People’s Republic of China implemented an education policy, the “School Consolidation Policy”, which entailed merging small rural schools with larger ones. It has had a massive effect on rural people across China, and as a result of it, over 60% of schools in outlying areas have closed. The policy’s implementation and effects have received little scholarly attention, despite its scale and consequences. This article investigates the policy, drawing on the nexus between critical discourse analysis and an ethnographical study conducted from 2007 to 2018. The article reviews trajectories and critical junctures shaping educational change in one rural community in north-western China, as an example of broader changes that have been occurring across the country. This is presented through four thematically interrelated episodes, over a 10-year period, illustrating the conception of the policy, its local interpretation and implementation, and its consequences as perceived by stakeholders. The recontextualisation of rural education is part of the policy, as expressed in political discourse, and is examined together with its wider impacts. Attention is paid to the local adoption of the policy at different levels of government and the challenges faced by villagers in rural China in their efforts to capitalise on educational opportunities and secure a measure of social mobility. Consequences of the policy’s implementation are analysed and include rising educational inequality, social marginalisation and a lack of social mobility prospects for families affected.
Poverty and Inequality in Rural Education: Evidence from China
