A Research On The Educational Inclusion Of Migrant Workers’ Children

A large number of rural surplus labors are moving their family into cities, which is an inevitable phenomenon during the development of China’s industrialization and urbanization process these years. At the same time, receiving education in the cities gradually becomes a problem for these children of migrant workers. After the release of country policy "Regional government management and full-time public school are the two primary methods", the right of receiving education in the urban area for those children are secured at the country policy level. However, those children, who are permitted in policy to have equal education right in the city, whether can really get a fair access to the opportunity, a fair access to city education resources, to integrate smoothly into the urban education system, is still a question to be verified in reality. In view of these facts, this study is about a research on the educational inclusion of the migrant workers’children in Minhang District, Shanghai city. It’s mainly using observation method and interviewing method to analyze the interview raw materials from school administrators, teacher in charge of a class, instructors, migrant worker parents, children of migrant workers and other related parties.In this study, the educational inclusion problems of migrant workers’children were analyzed from two different angles: the static structural inclusion aspect and the dynamic procedural inclusion aspect. There are total five chapters of this article: chapter one is the introduction part, extracting the theme, the purpose, the meaning, the objects and methods of this study, on the basis of other existing research and comments. The second and the third chapter mainly describe the current status of migrant children education inclusion facts. In term of structural inclusion aspect, the main challenges come from institutional public school access threshold, lack of non-public education resource, and innate family factors. In term of procedural inclusion aspect, the analysis is mainly about the inclusion status of teaching process, non-teaching process and activities out of school. The fourth chapter attempts to analyze the logic and strategy of the educational inclusion of migrant workers’ children. At last, the fifth chapter is the summary and reflection of the whole research.Through this research, the author found that the education inclusion of migrant workers’children is not a one way affection but mutual influence between migrant workers’children and urban schools. There’re at least four dimensions of the educational inclusion of migrant workers’ children:structural inclusion, cultural identity acceptance, behavioral adaption and psychological emotional inclusion. Those four dimensions are progressive related, but also interdependent and blend with each other. Structural inclusion is an objective basis and prerequisite, cultural identity acceptance and behavioral adaption promote each other and interact mutually, to create the conditions for psychological and emotional inclusion. Meanwhile, psychological and emotional inclusion could also affect the other three dimensions. Generally speaking, the educational inclusion of migrant workers’ children is a dynamic, gradual procedure, it follows the inclusion logic from hardware to software, from the external to the internal, from the objective to the subjective. Considering the Bouedieu’s " field-habitus "theory as a basic guidance, the author has self-examination of the practical process of the educational inclusion of migrant workers’children and advice to focus on building the filed and reconstructing the habitus.