This paper explores the various causes and mechanisms that were acting in the rapid expansion of school education in the 1950s in the People’s Republic of China.
This paper proves that while the Chinese Communist Party (CCP) government encouraged educational aspiration, the Chinese people had different priorities: they opposed or adapted to government policy to maximize the benefits to them. The paper further clarifies how the school education system in the 1950s exhibited a contradictory relationship between state and society and functioned as a mechanism for social integration.
The factors promoting educational expansion were: (1) increasing production power, (2) an increasing number of students of worker-peasant origin who sympathized with Communism, and (3) the need for the CCP government to maintain political legitimacy through the school education system. In addition, educational aspirations had risen and village people in particular had a strong motive to use the entrance into a middle school as an expression of social mobility. Thus, the expansion of school education grew from a coincidence between the interests of the CCP government and those of the people.
This expansion subsequently led to a change in education policy and an increase in the difficulty of entering middle school, resulting in social dissatisfaction. The CCP government attributed this to the rational educational philosophy that many people held, and started a labor education movement aimed at the reform of this philosophy.
However, this rational educational philosophy could not be converted by the movement and rational selection for school entrance could no longer be permitted by the CCP Government since it had a negative effect on ideological and higher education when the number of students fell. The CCP government responded to this by establishing an agricultural middle school system in 1957.
However, in practice, this system emphasized labor, and so the peasants lost interest when it was realized that “escape” from hard agricultural work and dirty village life through a middle school education was not possible. Eventually, the agricultural middle school system was abolished with the failure of the Great Leap Forward.
Other research has emphasized that the CCP government carried out a rapid physical form of social integration in the 1950s, and school education was regarded only as an ideological means of achieving this.This paper, however, points out that the school education system offered a nonphysical form of social integration by advancing nation building through a certain fulfillment of the popular desire for social mobility.On the other hand, the Chinese school education system became a point of conflict between the state and the society, and a crossing point of the government’s expectations and the people’s desires.
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