As China's educational policy and reforms continue to evolve and adjust to shifting social, economic, and political conditions, this chapter provides a template for conceptually framing education research on and in China. To do so this chapter first identifies focus areas in comparative education research related to China, which reflect researcher perspective, perceived advantage, and demonstrated resistance to these educational policy reforms. The authors develop a conceptual framework for comparatively understanding education research on and in China, which focuses on the intersection of comparative education themes, institutional change agents or methods, and Chinese educational reform topics. This conceptual framework specifically accounts for overlap, complexity, and the evolving nature of educational policy reform in China. This chapter concludes by emphasizing the importance of comparative education researchers, national policymakers, and consumers of the research using new data and methods as they become available to continue to revise understandings of Chinese educational policy and reform.
Wiseman, A. and Huang, T. (2011), "The Development of Comparative Education Research on Chinese Educational Policy Reform: An Introduction", Huang, T. and Wiseman, A. (Ed.) The Impact and Transformation of Education Policy in China (International Perspectives on Education and Society, Vol. 15), Emerald Group Publishing Limited, Bingley, pp. 1-18. https://doi.org/10.1108/S1479-3679(2011)0000015004Download as .RIS
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