01936    a2200289   4500001001100000005001700011008004000028020001800068037003700086040000700123041000800130072001600138072001400154072002100168072002100189072002100210072002100231072002100252072002500273100001400298245010300312250000600415260003200421300001000453520117000463999001301633103203424620250317100358.0250312042021GB        2           eng    a9781032034249  bTaylor & FranciscGBP 145.00fBB  a01  aeng7 aJNAM2thema7 aJNAM2bic7 aSOC0420002bisac7 aSOC0470002bisac7 aEDU0380002bisac7 aEDU0000002bisac7 aSOC0260002bisac7 a370.9173409512bisac1 aYang Hong10aEducational Hopes and Ambitions of Left-Behind Children in Rural ChinabAn Ethnographic Case Study  a1  aOxfordbRoutledgec20211015  a170 p  bThis monograph highlights the educational experiences of rural children who are 'left behind' by their migrant worker parents in China, analyzing how this situation impacts on their aspirations and self-identity. Via an ethnographic and qualitative case study of a rural school in southwest China, the author presents the real lives of these disadvantaged children along with their challenges and needs, and provides an in depth understanding of how being ‘left behind’ impacts on their future aspirations. Building on the sociological theories of Pierre Bourdieu, the author makes an original contribution by combining seemingly incompatible disciplinary perspectives, such as cultural capital from sociology, rational action from behavioral economics, and self-efficacy from psychology. Hence, the book endeavors to transfer these Western theories to an Eastern context and demonstrates cultural nuances that are not always captured when applied in the West. The book will attract academic scholars and postgraduate students in the area of socially disadvantaged children and young people as well as those who are working on youth studies and rural education.  c867d867