The 'Double-Reduction' Education Policy in China: Three Prevailing Narratives
In July 2021 the Chinese Government unexpectedly released what has become known colloquially as the 'Double-Reduction' policy. The policy decreed the reduction of homework pressure on students and greater control of private tutorial companies. In this paper, we set out to understand why th...
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| Published in: | Journal of education policy Vol. 39; no. 4; pp. 602 - 621 |
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| Main Authors: | , , |
| Format: | Journal Article |
| Language: | English |
| Published: |
London
Routledge
03.07.2024
Taylor & Francis Ltd |
| Subjects: | |
| ISSN: | 0268-0939, 1464-5106 |
| Online Access: | Get full text |
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| Summary: | In July 2021 the Chinese Government unexpectedly released what has become known colloquially as the 'Double-Reduction' policy. The policy decreed the reduction of homework pressure on students and greater control of private tutorial companies. In this paper, we set out to understand why the Chinese central government launched the 'Double-Reduction' policy in mid−2021 by using narratives to analyse the three most circulated explanations for the policy and its timing. We use data from a range of formal and informal policy texts. The three narratives, including one policy narrative dominant in the official discourse and two alternative ones, constructed the causal stories about the policy's rationale from multiple perspectives. The combination of multiple perspectives and a narrative approach helps reveal the policy event's complexity and lays a foundation for researchers interested in tracking the development trajectory of this new policy. |
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| Bibliography: | ObjectType-Article-1 SourceType-Scholarly Journals-1 ObjectType-Feature-2 content type line 14 |
| ISSN: | 0268-0939 1464-5106 |
| DOI: | 10.1080/02680939.2023.2222381 |