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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Veröffentlicht in:Journal of education policy Jg. 39; H. 4; S. 602 - 621
Hauptverfasser: Qian, Haiyan, Walker, Allan, Chen, Shuangye
Format: Journal Article
Sprache:Englisch
Veröffentlicht: London Routledge 03.07.2024
Taylor & Francis Ltd
Schlagworte:
Alternative approaches
Central government
China
double reduction
education
Education policy
Homework
Narratives
Policy
Public officials
Tracking
ISSN:0268-0939, 1464-5106
Online-Zugang:Volltext
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Zusammenfassung: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.
Bibliographie:ObjectType-Article-1
SourceType-Scholarly Journals-1
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ISSN:0268-0939
1464-5106
DOI:10.1080/02680939.2023.2222381