China's Janus-faced Approach toSu ZhiEducation: A Capability Perspective

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Abstract
Su zhi education has been adopted in schools in China to correct the overemphasis on test scores and to promote whole-person development. Although su zhi reform is not based on a capability approach, using such an approach helps to reveal the internal contradiction of the policy framework. A comprehensive analysis of the policy demonstrates that China's su zhi policy is Janus-faced, as it merely pays “lip-service” to capability development while establishing several road-blocks to prevent Chinese schools from embracing a holistic approach to education. In doing this the paper contributes to the literature on the capability approach by summarizing a tentative list of irreducible core capabilities in the Chinese context. Given the lack of research on China as a case, the discussion on the capabilities derived from su zhi education policy provides a reference point for future research.

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