Neo-liberal Education Policy in China: Issues and Challenges in Curriculum Reform

A quick glance at the historical developments of China since the early 1980s, and particularly focusing on the introduction of market reforms and the Open Door policy (Guan, 2000) reflects the nation's deliberate move away from a centrally-planned regime to one where markets perform a greater role. Such a move is reminiscent of administrative states that previously took primary responsibility for human welfare and economy to one that "gives power to global corporations and installs apparatuses and knowledges" where individual members of the population are "reconfigured as productive economic entrepreneurs" (Davies & Bansel, 2007, p. 249) and given responsibility to take care of their own lives. This shift is clear evidence of the influence of neo-liberalism in the development trajectory of China. Educational changes in China take place against a backdrop of global competition and economic globalisation. The shift from a centrally planned economy to one of a market economy has ushered in major curriculum reforms in China for the past few decades. Underpinned by the administrative structure of decentrised centralism, these reforms reflect neo-liberal education policies and practices such as decentralisation, school autonomy, student-centred teaching, critical and innovative thinking and real-life application. This chapter critically discusses the key characteristics and ideological assumptions of neo-liberal education policy, and its impact on curriculum reform in China. To illustrate the adoption and consequences of neoliberal education policy in China, this chapter focuses on recent educational changes in Shanghai through its 'Second phase curriculum reform'. Before we explore the issues and challenges of curriculum reform in China, it is instructive to understand the concepts of neo-liberalism and neo-liberal education policy.