Cookies

We use cookies to ensure that we give you the best experience on our website. By continuing to browse this repository, you give consent for essential cookies to be used. You can read more about our Privacy and Cookie Policy.


Durham Research Online
You are in:

Physical Separation, Social Distance, and Kinship Sentiments: An Exploration of Rural Parent–Teacher Relations in China

Xu, J. and Raaper, R. (2022) 'Physical Separation, Social Distance, and Kinship Sentiments: An Exploration of Rural Parent–Teacher Relations in China.', Rural Sociology .

Abstract

Research from various national contexts has shown that less privileged parents face various barriers when developing relationships with teachers compared to their more privileged counterparts. Chinese rural citizens have been disadvantaged within the hukou system, where existing studies have shown various and complex inequalities as regards rural parent–teacher relations. Such complexities, this article argues, might contribute to the ongoing discussions on the integration of Bourdieu's and Coleman's approaches to social capital. Informed by Bourdieu's three moments of field analysis, this study presents three core themes as regards Chinese rural parent–teacher relations: physical separation, social distance, and kinship sentiments. Through qualitatively exploring the life stories of a group of Chinese rural students before their entry to elite universities, this article bridges Bourdieu's social reproduction stance and Coleman's productive view in relation to social capital.

Item Type:Article
Full text:Publisher-imposed embargo until 11 April 2024.
(AM) Accepted Manuscript
File format - PDF
(643Kb)
Status:Peer-reviewed
Publisher Web site:https://doi.org/10.1111/ruso.12441
Date accepted:24 March 2022
Date deposited:19 April 2022
Date of first online publication:11 April 2022
Date first made open access:11 April 2024

Save or Share this output

Export:
Export
Look up in GoogleScholar