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China's Keypoint Schools: A Means for Inclusion of the Elite?

Irving Epstein, Illinois Wesleyan University

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Reprinted with permission from the Office of East-West Education, http://www.friends-partners.org/CCSI/print/educultr/eweduc.htm.

Abstract

This study will analyze specific issues concerning the relationship between education, elite recruitment and reproduction and political leadership in China by examining ''keypoint schools," special schools which are better funded and staffed, that tend to draw a high proportion of the children of the elite. This topic is of particular interest given China's widespread student demonstrations of 1986 and the ensuing campaign against "bourgeois liberalization" conducted by party conservatives. Therefore, some effort will also be made to frame these events within a larger theoretical context. We will use Kenneth Jowitt's theoretical model of stages of development within Communist societies, to determine whether or not the keypoint schooling process fits into his notion of "inclusion" as the final stage of development.

Suggested Citation

Irving Epstein. "China's Keypoint Schools: A Means for Inclusion of the Elite?" East-West Education 11.2 (1987): 29-41.
Available at: http://works.bepress.com/irving_epstein/34