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Unpacking the Policies, Historical Stages, and Themes of the Education Equality for Educational Sustainable Development: Evidence from China

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  • Jian Li

    (China Institute of Education Policy, Faculty of Education, Beijing Normal University, Beijing 100875, China)

  • Eryong Xue

    (China Institute of Education Policy, Faculty of Education, Beijing Normal University, Beijing 100875, China)

Abstract

The educational equality policies vary in terms of different spatial, cultural, economic, and social dynamics. Despite a great deal of discussion on how to implement equality policies into the Chinese education system, very little research has explored how the Chinese education equality policy responds to social inequalities. To address it, applying Rawls’ theory of justice, this study investigates the macro-level landscape of education equality in China through Dynamic Topic Models to examine their evolution of (unobserved) social equalities imbedded in different political documents over time. The findings present the key policies, the key historical period, the core themes of China’s equality education development, and its responses to social inequalities. In addition, the discussion and conclusion have been offered in the last section.

Suggested Citation

  • Jian Li & Eryong Xue, 2022. "Unpacking the Policies, Historical Stages, and Themes of the Education Equality for Educational Sustainable Development: Evidence from China," Sustainability, MDPI, vol. 14(17), pages 1-15, August.
    • Handle: RePEc:gam:jsusta:v:14:y:2022:i:17:p:10522-:d:895905
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    References listed on IDEAS

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    Cited by:

    1. Zhe Zhan & Anjing Fan, 2022. "How to Promote Quality and Equity of Early Childhood Education for Sustainable Development in Undeveloped Rural Areas of China: An Evolutionary Game Study," Sustainability, MDPI, vol. 14(24), pages 1-16, December.
    2. Wenxin Wang & Xia Yang & Xia Gan & Chang Yang & Xiangwen Gong & Si Chen, 2023. "The Differences in the Impact of Economic Structure Adjustment on the Ecological Carrying Capacity of County Education—A Case Study of Chongqing, China," Sustainability, MDPI, vol. 15(2), pages 1-17, January.
    3. Jian Li & Eryong Xue, 2022. "Stakeholders’ Perspectives on Implementing “Internationalization at Home” for China’s International Education Sustainability: Challenges and Strategies," Sustainability, MDPI, vol. 15(1), pages 1-11, December.
    4. Jian Li & Eryong Xue, 2022. "Applying Latent Allocation Topic Model to Explore the Policy Changes of Teachers’ Morality Development for Teacher Educational Sustainability in China," Sustainability, MDPI, vol. 14(23), pages 1-12, December.
    5. Mohan Zhang & Yun Hu & Yuanna Hu, 2023. "The Influences of Socioeconomic Status on Parental Educational Expectations: Mediating and Moderating Effects," Sustainability, MDPI, vol. 15(16), pages 1-15, August.

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