Living with Vulnerabilities and Opportunities in a Migration Context: Floating Children and Left-Behind Children in China

TABLE OF CONTENTS......Page 6
PREFACE......Page 8
NOTES......Page 16
ACKNOWLEDGEMENT......Page 18
LIST OF TABLES......Page 20
LIST OF FIGURES......Page 22
 BACKGROUND: CHINA IN A SNAPSHOT......Page 24
 A PENETRATING OVERVIEW OF URBANISATION IN CHINA......Page 26
  The Great Leap Forward Campaign......Page 27
  The Cultural Revolution......Page 28
  The Rustication Movement......Page 29
  The Reform and Opening-up Policy and Onwards......Page 30
  Emergent Challenges......Page 32
  History......Page 33
  Functions of the Household Registration System......Page 35
  Control of Internal Population Movement in Other Countries......Page 37
 A SYNOPTIC REVIEW OF MIGRATION......Page 38
  International Migration......Page 40
  Internal Migration......Page 41
  Internal Migration in China......Page 42
 CHAPTER SUMMARY: FRAMING FLOATING AND LEFT-BEHIND CHILDREN TOGETHER......Page 45
CHAPTER 2: THE WELLBEING OF FLOATING CHILDREN AND LEFT-BEHIND CHILDREN: Conceptual Foundation and Empirical Knowledge......Page 47
 REVISITING THE NOTION OF ‘RURALITY’......Page 48
  An Open Door to Rurality: What Do We Look at?......Page 49
  Living with Rurality in China......Page 51
 CONCEPTUALISING WELLBEING......Page 53
 THE WELLBEING OF FLOATING CHILDREN AND LEFT-BEHIND CHILDREN......Page 55
  The Needs of Left-Behind Children......Page 57
  Mental Health and Emotional Needs of Left-Behind Children......Page 58
  Physical Health of Left-Behind Children......Page 59
  Education of Left-Behind Children......Page 60
  Floating Children in Adversity......Page 61
  Educational Problems of Floating Children......Page 62
  Psychological Problem of Floating Children......Page 65
 CHAPTER SUMMARY: TIME TO SHIFT FROM THE MEDICAL DEFICIT MODEL......Page 66
 NOTES......Page 68
CHAPTER 3: COMING INTO AN INHERITANCE: Intergenerational Social Reproduction through Class-Based Pedagogies......Page 69
 DIFFERENT ROOTS AND ROUTES......Page 71
 SOCIAL REPRODUCTION THROUGH THE CLASSED PEDAGOGY AT HOME AND IN SCHOOL......Page 75
  Classed Pedagogy and Parental Engagement in Children’s Education......Page 77
  Classed Pedagogy and Children’s Academic Engagement and Aspiration for Future......Page 84
  Classed Pedagogy in School......Page 88
  Potential Durability of Inequalities......Page 91
 EMPIRICAL CODA: SOME QUANTITATIVE EVIDENCE ON SOCIAL REPRODUCTION......Page 93
 CHAPTER SUMMARY: CHALLENGING THE DETERMINISM CLAIM......Page 96
 NOTES......Page 98
CHAPTER 4: RURAL DISPOSITIONS OF FLOATING CHILDREN IN URBAN FIELDS: Accent, Deportment, and Bodily Hexis......Page 100
 RESEARCH SITES AND RESEARCH PARTICIPANTS......Page 101
 RURAL ACCENT AND DEPORTMENT OF FLOATING CHILDREN......Page 104
 BODILY HEXIS: A SET OF DURABLE AND TRANSPOSABLE RURAL DISPOSITIONS......Page 109
 THE MODIFICATION OF RURAL DISPOSITIONS AND THE COUNTER-TRAINING OF HABITUS......Page 112
 RURAL HABITUS: ITS MARGINALISATION AND MISRECOGNITION......Page 114
 THE SHIFTING OF FIELD STRUCTURES AND THE RECOGNITION OF RURAL HABITUS......Page 116
 EMPIRICAL CODA: WHAT DO WE SEE IN THE LARGER PICTURE?......Page 118
 CHAPTER SUMMARY: ENABLING THE NURTURE INSTEAD OF RESHAPING THE NATURE......Page 119
CHAPTER 5: LIVING WITH KIN CAREGIVERS: Special Needs of Children Left Behind......Page 122
  Children’s Health and Emotional Wellbeing......Page 123
  Children’s Material Wellbeing......Page 124
  Children’s Safety......Page 125
  Children’s Relationships......Page 126
 RESEARCH SITE AND PARTICIPANTS......Page 127
 INFORMAL ALTERNATIVE CARE BY KIN CAREGIVERS: WHY DID THEY STEP IN?......Page 128
  Love for the Third Generation......Page 129
  Family Ties......Page 130
  Family Obligation......Page 131
 THE NEEDS MODEL OF CHILDREN LEFT BEHIND IN RURAL CHINA......Page 132
 CHILDREN LEFT BEHIND: HOW ARE THEY SEEN AS DIFFERENT?......Page 134
 MULTIPLE FIGURES: THEIR ROLES IN ADDRESSING THE NEEDS OF CHILDREN LEFT BEHIND......Page 136
 CHAPTER SUMMARY: RESTATING THE NEEDS OF CHILDREN LEFT BEHIND......Page 142
 NOTE......Page 143
CHAPTER 6: EDUCATION AND PERSONAL DEVELOPMENT OF CHILDREN LEFT BEHIND......Page 144
  Formal Education: A Perceived Pathway to a Better Life......Page 145
  The Need to Receive Educational Support......Page 147
  The Need for Discipline and Restriction......Page 151
  The Need for Play Activities......Page 154
  The Need for Moral Guidance......Page 156
  The Need to Become Independent......Page 158
 EDUCATION AND PERSONAL DEVELOPMENT: WHAT DO THEY MEAN FOR RURAL CHILDREN LEFT BEHIND?......Page 159
 CHAPTER SUMMARY: EDUCATION AS A CORE NEED......Page 162
 NOTE......Page 163
CHAPTER 7: FLOATING CHILDREN AND LEFT-BEHIND CHILDREN AS RESILIENT AGENTS: A Strength-Based Pathway to Wellbeing......Page 164
 REVISITING THE NOTION OF RESILIENCE......Page 165
  Revisiting the Vulnerabilities of Floating Children and Left-Behind Children – Lack of Parenting as a Negative Contributor to Resilience......Page 167
  Floating Children and Left-Behind Children as Resilient Agents......Page 170
  Participation in Family Work as a Potential Resilience Builder......Page 172
  Resilience as a Potential Contributor to Wellbecoming......Page 177
  An Ecological Approach to Resilience Building......Page 178
 CHAPTER SUMMARY: AN ECOLOGICAL APPROACH TO RESILIENCE BUILDING......Page 183
 NOTES......Page 185
CHAPTER 8: CONCLUSION: A Call for System-Level Change......Page 186
 A RECAPITULATION OF WHAT WE HAVE LEARNED SO FAR......Page 187
 IMPLICATIONS FOR POLICY AND PRACTICE......Page 190
 SCHOLARLY CONTRIBUTION: RETHINKING THE DEFICITS THROUGH A STRENGTH-BASED PERSPECTIVE......Page 192
 FINAL REMARKS......Page 194
 SCHOOL STAFF SUPPORT SCALE......Page 195
REFERENCES......Page 197
INDEX......Page 211