The past two decades have seen exponential growth of urbanisation and migration in China. Emerging from this growth is a population of floating and left-behind children which is estimated to be approaching 100 million. Due to their increasing risks of undesirable educational and social, as well as health and psychological, outcomes, there is a great urgency to help floating children and left-behind children beat the odds. This book offers an analysis of how oscillations of government discourse have come to shape central and local educational policies regarding the schooling of these children. It also delves into child and youth resilience in this unique migration context, examining what can be done to build up resilience of floating and left-behind children. In this vein, the book will complement current knowledge and advance context- and culture-specific understandings of child and youth resilience through both school-based and community-based approaches. The book aims to answer a fundamental question: How to help floating children and left-behind children become responsive and resilient to structural deficiencies and dynamics in the migration context of China? This is important reading for scholars, school professionals, community workers, and policy makers to better address the social and educational resilience and wellbeing of floating and left-behind children.
Table of Contents
1. Floating children and left-behind children in a migration context: Policy, power, and participation
2. Conceptualising resilience: Foundational work and paradigmatic shift
3. Measuring resilience: Methodological conundrum and measurement invariance
4. Resilience as a classed socialisation: An intergenerational project
5. School-based approach to resilience: The magic of physical activity
6. Community-based approach to resilience: Peer relations and significant others
7. Transforming vulnerabilities into opportunities: An ecological model
8. Building resilience of floating children and left-behind children: Empirical lessons and sociological implications
Guanglun Michael Mu is Vice-Chancellor's Research Fellow in the School of Teacher Education and Leadership at Queensland University of Technology, Australia. His research interests include sociology of education, quantitative research, child and youth resilience, as well as the learning and socialisation of Chinese diaspora.