Jingjing Lou
Jingjing Lou is currently Associate Professor in the Department of Education and Youth Studies at Beloit College, Wisconsin. She obtained a B.A. from the Peking University (People's Republic of China), an M.A. from the University of North Carolina at Chapel Hill, and a Ph.D. in Education Policy Studies from Indiana University at Bloomington. Jingjing is interested in international and comparative education research. In particular, she has done extensive studies of Chinese education and society. She also published on Russian higher education and internationalization of US public schools. Jingjing has done research and published on the financing and privatization of higher education, girls’ education, migrant children’s education, and rural youth’s education in China. Currently, she is particularly interested in townization and its impact on rural Chinese youth as well as rural ecology. In addition to teaching and research, Jingjing has served as a research consultant for a few international and domestic NGOs. She has been awarded a Spencer Fellowship (2007-2008), a Chinese Government Award for Outstanding Student Abroad (2007-2008), a 1990 Institute/OYCF Research Fellowship (2009-10), Chancellor's Fellowship (Indiana University, 2003-2007), and a few other research and travel grants.Her CV can be accessed from this site.
Address: 700 College Street,
Beloit, WI 53511
Address: 700 College Street,
Beloit, WI 53511
less
Related Authors
InterestsView All (16)
Uploads
Books by Jingjing Lou
Papers by Jingjing Lou
in schools in the USA. Education professionals, business leaders, and politicians
realize that schools and school leaders must identify multiple opportunities
for students to interact with and experience a global society. Nationally, there
has been a considerable investment of funds by several key foundations and
much political talk about the need to push American education towards a model
of schooling that expressly responds to the need for internationally competent
citizens. Using mixed methodology design, this study is fueled by a desire to
better understand several overarching elements in international education. In
short, the authors of this paper posit that no further research, policy formation,
or program development within the realm of international education for public
schools can be undertaken until an understanding of the current state of international
education and the capacity for internationalization is empirically explored
is possible with entrance examination still being the sole sorting mechanism. A semester-long ethnography in a rural middle school in northwest China reveals how rural students face many challenges with the new curriculum. Based on interviews, analyses of textbooks, and observations of classroom
teaching, the study examines how rural students question the relevance of their curriculum and further the meaning of formal schooling. In addition to the dichotomy between an exam-oriented and quality-oriented curriculum, students are also troubled by the dichotomy between general/academic education
and relevant/practical education. The study raises concerns about the urban-centered curriculum and how the rural community’s absence in the picture has led to rural students’ increasing disengagement in schooling and even dropout. It also reveals how the substance of suzhi education and the new curriculum have further reduced rural students’ chance to move upward socially. The article concludes by pushing for discussions on how formal schooling can better serve rural children and youth.
iii
crumbles: the boundaries between chaotic society and school are no longer as clear; students face many ambiguities and are confused about what they should do and be; and rural youths’ faith in schooling is being called into question. My study fills a significant gap in the literature on contemporary rural schooling by providing an alternative to the dominant developmentalist paradigm that treats school as a black box, focusing almost entirely on access and attainment rates, and therefore neglecting the differential experiences of rural children. It enriches studies about rural China and rural youth in particular and provides recommendations for policy makers.
in schools in the USA. Education professionals, business leaders, and politicians
realize that schools and school leaders must identify multiple opportunities
for students to interact with and experience a global society. Nationally, there
has been a considerable investment of funds by several key foundations and
much political talk about the need to push American education towards a model
of schooling that expressly responds to the need for internationally competent
citizens. Using mixed methodology design, this study is fueled by a desire to
better understand several overarching elements in international education. In
short, the authors of this paper posit that no further research, policy formation,
or program development within the realm of international education for public
schools can be undertaken until an understanding of the current state of international
education and the capacity for internationalization is empirically explored
is possible with entrance examination still being the sole sorting mechanism. A semester-long ethnography in a rural middle school in northwest China reveals how rural students face many challenges with the new curriculum. Based on interviews, analyses of textbooks, and observations of classroom
teaching, the study examines how rural students question the relevance of their curriculum and further the meaning of formal schooling. In addition to the dichotomy between an exam-oriented and quality-oriented curriculum, students are also troubled by the dichotomy between general/academic education
and relevant/practical education. The study raises concerns about the urban-centered curriculum and how the rural community’s absence in the picture has led to rural students’ increasing disengagement in schooling and even dropout. It also reveals how the substance of suzhi education and the new curriculum have further reduced rural students’ chance to move upward socially. The article concludes by pushing for discussions on how formal schooling can better serve rural children and youth.
iii
crumbles: the boundaries between chaotic society and school are no longer as clear; students face many ambiguities and are confused about what they should do and be; and rural youths’ faith in schooling is being called into question. My study fills a significant gap in the literature on contemporary rural schooling by providing an alternative to the dominant developmentalist paradigm that treats school as a black box, focusing almost entirely on access and attainment rates, and therefore neglecting the differential experiences of rural children. It enriches studies about rural China and rural youth in particular and provides recommendations for policy makers.