Revisiting Gender and Class in Urban China: Undervalued Work of Migrant Teachers and Their Resistance


Borrowing the critical lenses of social structure analysis to rearticulate the language of struggle, this article focuses on a new social group, migrant teachers in urban Chinese cities. Nevertheless, the formation of this new social body with all of their struggles can no longer be described or politicized as mere class or gender struggles as they experience, make sense of, and react to their life trajectories in contemporary China. The description of them should be grounded in daily experience from below—in the everyday life struggles of these Chinese migrant teachers in confrontation with rapidly shifting state power and social transformation. A better understanding of the politics of migrant teachers' work requires a fuller account of the mutually constitutive social, cultural, and economic factors. This article aims to illustrate how these factors inform one another to shape the work and identity in the movement of educating children from the migrant communities.


Childhood Education and Family Studies

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Diaspora, Indigenous, and Minority Education