Women, Technology in the Teaching Profession: Multi-literacy and Curriculum Impact
- Publisher:
- RoutledgeCurzon
- Publication Type:
- Chapter
- Citation:
- Chinese Women: Living and Working, 2004, 1, pp. 131 - 146
- Issue Date:
- 2004-01
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| Filename | Description | Size | |||
|---|---|---|---|---|---|
 | 2006008193.pdf | 2.7 MB |
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This chapter discusses the experience of modernisation for China's population of primary, secondary and tertiary teachers. In particular, the suggestion is made that the teaching profession, although statistically gender-neutral, has a somewhat higher proportion of women teachers at primary levels, and that this has served to feminise the state's policy to promote nine years of compulsory education. I further argue that this may be to good effect, as modernisation and education are understood in China to be utterly commensurate and co-dependent projects. If education reform is an indication of modernisation in China, then women are at the forefront ofthose efforts as they play out in the primary schools, where the largest proportion of children are enrolled nationwide.
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