Decentralisation of curriculum decision-making has been a subject of key debates in international discussions on change strategies for enhancing school improvement, teacher development, and pupil learning. This movement impacts on policy changes in curriculum and pedagogical orientations in mainland China. However, there is a dearth of empirical research proving the manner by which schools have come to respond to challenges imposed by the central agencies. This paper documents an investigation of a school in Southern China, focusing on the structural and strategic measures employed by the school and its teachers in responding to these challenges. The paper concludes with moderate reservations on the effect of policy change based on empirical data from interviews with the school leadership and teachers.
|Publication status||Published - 2011|