Research On Educational Support Policies And Measures For Disadvantaged Student Groups In International Metropolises

As the disadvantaged students in international metropolis are usually in position of marginalization,then it cannot only research internally within education system,but also have to consider the other key influencing elements in the social structure,like policy,economy and culture etc.when discussing on the promotion for educational equality development.And it is very necessary to formulate the urban public governance in coordination with the educational services in international metropolis,and frame the distribution and compensation mechanism of all kinds of education resources for the students from all different social levels into the planning of education strategy and public governance,particularly in aspect of the distribution of chance of education equality and resource for the disadvantaged students.This dissertation is based on Pierre Bourdieu's Capital Theory,and aimed to compare the educational policies,strategies,planning and practice at national level,city level and school level of supporting disadvantaged students in London and Shanghai.It employs the research methods of historical comparative approach and interview.By comparing,the research finds:1.The main types of disadvantaged students are different in London and Shanghai,with international migrants in London and internal migrants in Shanghai.However,the reason of the formation of disadvantaged students is ascribed to the difference of occupancy volume of economic capital,cultural capital and social capital from their families.Therefore,it should be considered to compensate economic capital,cultural capital and social capital to disadvantaged students,when operate educational actions for them.2.The educational strategies and initiatives of London and Shanghai show a trend of ‘supporting the disadvantaged and cultivate the excellence'.From the perspective of economic capital,Shanghai government investment in education is more higher than London,which is also more inclined to ensure a balanced development of education.On the perspectives of cultural capital and social capital,the initiatives which are launched by Greater London Authority present more plentiful and targeted due to the complexity of demographic structure and social stratification.3.In the school field of London and Shanghai,the cultural capital of disadvantaged students is always a matter of urgent concern.All the schools accepted the interview indicate that the parent-school cooperation has the best effects on enhancing the positive influence of home education.As to other practices of compensating economic capital,cultural capital and social capital to disadvantaged students,the primary and secondary schools in London make better design to support disadvantaged students individual needs,through financial endorse,project development and cooperation with other public service agencies.4.According to the research on policies and strategies of education support for disadvantaged students in both London and Shanghai,the public education service of international metropolis really need the diversification to meet the requirement of the diversified education for disadvantage students.It will be helpful to improve the increment of economic capital,cultural capital and social capital for disadvantaged students based on that idea of education governance through compensation from economic capital,cultural capital and social capital for them,as so to promote the education equality for disadvantaged students and the social mobility of vulnerable groups.