Innovation and Control: Universities, the Knowledge Economy, and the Authoritarian State in China

Like many other education systems in the world, Chinese education has undergone various reforms in order to adapt to the challenges that are perceived to emanate from the knowledge economy. Central to this transformation is the concept of ‘innovation’, which is to guide the country on its path from a production economy to a knowledge economy. Chinese policymakers have been targeting the higher education sector both as a motor for innovation and as a realm to be innovated, and have invested heavily in the sector’s internationalization, above all in the form of international collaboration and student mobility, affecting higher education and academia worldwide. However, a number of structural and political constraints delimit the directions that innovation can take, both within Chinese education in general and within Chinese higher education. The article takes stock of these constraints and assesses the potential for innovation in Chinese higher education in terms of the underlying school system, exam and recruitment policies, the (re-)organization of universities, as well as the universities’ and science system’s performance according to indicators of innovation. The article then identifies four ‘Chinese innovation dilemmas’, that is, educational policies and developments that are to spur innovation but run counter to existing structures and practices of educational, social, and political governance: ideological control versus creativity; state planning versus grassroots innovation; old-boy networks versus anti-corruption; and exam-based student recruitment versus flexible recruitment

Popular music and school music education: Chinese students' preferences and dilemmas in Shanghai, China

This empirical study investigates Chinese students’ popular music preferences in daily life and to what extent and in what ways they prefer learning popular music in school in Shanghai, China. Data were drawn from questionnaires completed by 1,730 secondary students (aged 12–17) and interviews with 60 students from 10 secondary schools, between September and October, 2011. Findings from these efforts were supplemented by and triangulated with data from interviews with 18 music teachers and school leaders. Findings revealed the cultural diversification and rational consumption of popular music by Chinese students in and out of school, as well as the cultural dilemmas those students confront due to their preferences for popular (Chinese and non-Chinese) and classical music in the school music curriculum. These findings can be interpreted as indicating that music and music education in formal or informal settings are complex cultural constructs that can be reinvented through the intertwined interplay of different actors concerned with the selection of music elements in a multileveled, multicultural world.postprin