Abstract
United Nations Sustainable Development Goal 10 emphasises the need to ‘reduce inequality within and among countries.’ In line with this goal, this study focuses on the educational experiences of five rural migrant children from an urban village in China. Using the concept of hidden curriculum (HC), the study explores whether these children have encountered social exclusion in their schools. Through interviews and observations, the study shows that the HC is not easily discernible but subtly influences students, teachers, and parents, resulting in a certain degree of social exclusion within various educational facets. Reducing inequalities through education presents significant challenges, requiring sustained efforts.
| Original language | English |
|---|---|
| Journal | Children and Society |
| Early online date | 13 May 2024 |
| DOIs | |
| Publication status | E-pub ahead of print - 13 May 2024 |
Data Availability Statement
The data that support the findings of this study are available from the corresponding author upon reasonable request.Funding
This study was funded by the Central University of Finance and Economics (Grant Number 021651623002).
| Funders | Funder number |
|---|---|
| Central University of Finance and Economics | 021651623002 |
| Central University of Finance and Economics |
Keywords
- Chinese rural migrant children
- hidden curriculum
- school education
- social exclusion
- United Nations sustainable development goal 10
ASJC Scopus subject areas
- Health(social science)
- Education
- Life-span and Life-course Studies
