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By Paul J. Bailey

Gender and schooling in China analyzes the importance, influence and nature of women's public schooling in China from its beginnings on the flip of the 20th century. academic swap was once an critical element of the early 20th century state-building and modernizing reforms carried out by way of the Qing dynasty as a method of strengthening the rules of dynastic rule and reinvigorating China's financial system and society to beat back the specter of international imperialism. an important characteristic of academic switch in this interval was once the emergence of respectable and non-official faculties for ladies.

Using basic proof similar to professional files, newspapers and journals, Paul Bailey analyzes different rationales for women's schooling supplied by means of officers, educators and reformers, and charts the direction and perform of women's schooling describing how younger ladies answered to the academic possibilities made to be had to them.

Demonstrating how the illustration of girls and assumptions pertaining to their position within the loved ones, society and polity underpinned next gender discourses in the course of the remainder of the century, Gender and schooling in China will entice scholars and students of chinese language background, gender experiences, women's stories in addition to an curiosity within the historical past of education.

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Read or Download Gender and Education in China: Gender Discourses and Women's Schooling in the Early Twentieth Century (Routledge Contemporary China Series) PDF

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Additional resources for Gender and Education in China: Gender Discourses and Women's Schooling in the Early Twentieth Century (Routledge Contemporary China Series)

Example text

This gives the author the opportunity to describe the ‘exotic’ nature of life in the modern metropolis, one aspect of which is the confident and seemingly outlandish public behaviour of educated women and female students. The connection between women’s schooling and sexual promiscuity, for example, that pervaded much of subsequent educational discourse is clearly drawn in the episode of the teahouse, in which the three brotherapprentices witness a violent argument between a 20-year-old woman and one of her male companions over ‘cohabiting and splitting up’.

27 At the opening ceremony a 17-year-old female teacher (the daughter of a government official) lambasted the Confucian adage nüzi wucai bianshi de (only a woman without talent is virtuous) and referred to the heroic examples of both Ban Zhao and Qin Liangyu from whom students should derive inspiration. It is significant that while this young woman, as well as Xue Shaohui earlier during the 1898 reform movement, looked to Ban Zhao as a model to emulate, more radical Chinese female students in Japan at this time condemned her as the lackey of Confucian patriarchy.

At lower primary level girls were to be taught ethics (xiushen), Chinese, arithmetic, sewing and handicrafts (nügong: literally, ‘women’s work’) and physical education, while history, geography and science were to be added at higher primary level. In addition to instilling virtues of filial piety, chastity, obedience and modesty, the schools were also to emphasize the benefits of hard work and thriftiness (qinjian) and to cultivate patriotism (aiguo xin) amongst the pupils. Such a patriotism, however, was firmly linked to girls’ future role as the diligent and competent maintainer of 32 From ‘consumer’ to ‘producer’ the household.

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