Social pathologies in education: migration, gender, and inequalities in China 

The adverse effects of globalization in education are cruelly felt in both South and North countries. They are experienced in extended neo-liberal policies and privatization or weakened care and welfare for the most disadvantaged. The spread of capitalism accelerates technical and managerial modernizing processes, with profitable investments in human capital using neuroscience, digitalization and AI as a source of legitimation.

This intensified international competition strengthens inequalities and discriminations, while fostering feelings of humiliation and injustice for those who are not considered of as “talented” of “gifted” and being excluded, despite inclusive policies, from paths to “meritocratic” excellence and cosmopolitan elite. But social barriers are even higher for those who are far from big cities where education and employment are being redefined to meet globalizing and digitalizing standards.

The quest for modernity in China leads to numerous social gaps and pathologies: suffering, burn-out and stress, often described as psychosocial risks, but also imposed migration due to urbanization, rural exodus and work uberization; competition in accessing educational resources as such as diplomas and certifications. These new impoverishing and marginalizing conditions, as the contribution shows, distort people lives and experiences by promoting individualistic interests, destroying not only traditional modes of solidarity, but also local cultures on behalf of rationalization, effectiveness and performance.

At the same time, Chinese cultural modes of existence and moral commitments are denied. These social pathologies give rise to growing claims for recognition and justice, while new kinds of alienation and dependence are developing, with Chinese minorities, particularly gender diverse individuals, facing increased victimization, racialization and stigmatization. This adds a focus on gender alongside the existing issues of race and minority status.

Dan Zhang • East China Normal University (China)

Professor and Doctoral Supervisor at the Institute of International and Comparative Education, Faculty of Education, East China Normal University (ECNU), where she also serves as Deputy Director of the institute of international and Comparative Education and Director of the Inclusive Education Research Center. She holds dual doctoral degrees in Sociology and Education.

As II Jornadas do Mestrado em Educação e Formação (MEF) do Instituto de Educação da Universidade de Lisboa (IE-ULisboa) visam contribuir para a diversificação e enriquecimento das experiências pedagógicas dos estudantes deste ciclo de estudos, assim como para reconhecer e partilhar as modalidades de envolvimento das entidades parceiras do IE-ULisboa nestes processos formativos. As Jornadas envolvem diversos momentos, incluindo a apresentação do ciclo de estudo e as suas áreas de especialidade, uma mesa redonda com entidades onde têm vindo a ser feito estágios curriculares pelos estudantes no 2º ano, a apresentação de trabalhos concluídos recentemente e workshops dinamizados por estudantes do MEF. Neste dia, faremos a entrega dos Prémios Instituto de Educação/Caixa Geral de Depósitos 2024 dos estudantes do MEF.