References

• Abu-Lughod, L. 2009. “Dialectics of Women’s Empowerment.” International Journal of Middle Eastern Studies 41 (1): 83–103.
   Web of Science ®Google Scholar
• Andreas, J., and S. Zhan. 2016. “Hukou and Land.” The Journal of Peasant Studies 43 (4): 798–827.
   Web of Science ®Google Scholar
• Anyon, J. 2014. Radical Possibilities. New York: Routledge.
   Google Scholar
• Apple, M. W. 2004. Ideology and Curriculum. New York: Routledge.
   Google Scholar
• Ball, A. F. 2000. “Empowering Pedagogies That Enhance the Learning of Multicultural Students.” Teachers College Record 102 (6): 1006–1034.
   Web of Science ®Google Scholar
• Bartlett, L., and F. Vavrus. 2017. Rethinking Case Study Research. New York: Routledge.
   Google Scholar
• Chan, K. W. 2019. “China’s Hukou System at 60: Continuity and Reform.” In The Handbook on Urban Development in China, edited by R. Yep, J. Wang, and T. Johnson, 59–79. Cheltenham, UK: Edward Elgar Publishing.
   Google Scholar
• Chan, K. W., and L. Zhang. 1999. “The Hukou System and Rural-Urban Migration in China.” The China Quarterly 160: 818–855.
   PubMed Web of Science ®Google Scholar
• Chen, K. H. 2010. Asia as Method: Toward Deimperialization. Durham: Duke University Press.
   Google Scholar
• Denicolo, C. P., M. Yu, C. B. Crowley, and S. L. Gabel. 2017. “Reimagining Critical Care and Problematizing Sense of School Belonging as a Response to Inequality for Immigrants and Children of Immigrants.” Review of Research in Education 41 (1): 500–530.
   Web of Science ®Google Scholar
• Ellsworth, E. 1989. “Why Doesn’t This Feel Empowering? Working Through the Repressive Myths of Critical Pedagogy.” Harvard Educational Review 59 (3): 297–325.
   Web of Science ®Google Scholar
• Fine, M. 1987. “Silencing in Public Schools.” Language Arts 64 (2): 157–174.
   Google Scholar
• Fong, V. L., and R. Murphy. 2006. Chinese Citizenship. New York: Routledge.
   Google Scholar
• Freire, P. 1970. Pedagogy of the Oppressed. New York: Continuum.
   Google Scholar
• Freire, P. 1998. Teachers as Cultural Workers. New York: Routledge.
   Google Scholar
• Gabel, S. 2002. “Some Conceptual Problems with Critical Pedagogy.” Curriculum Inquiry 32 (2): 177–201.
   Web of Science ®Google Scholar
• Hansen, M. H., and T. E. Woronov. 2013. “Demanding and Resisting Vocational Education: A Comparative Study of Schools in Rural and Urban China.” Comparative Education 49 (2): 242–259.
   Web of Science ®Google Scholar
• Hsu, C. L., J. C. Teets, R. Hasmath, J. Y. J. Hsu, and T. Hildebrandt. 2022. “The Construction and Performance of Citizenship in Contemporary China.” Journal of Contemporary China, 1–17.
   Web of Science ®Google Scholar
• Johnson, C., T. J. Dowd, and C. L. Ridgeway. 2006. “Legitimacy as a Social Process.” Annual Review of Sociology 32: 53–78.
   Web of Science ®Google Scholar
• Khurshid, A. 2016. “Empowered to Contest the Terms of Empowerment?” Comparative Education Review 60 (4): 619–643.
   Web of Science ®Google Scholar
• Kipnis, A. 2007. “Neoliberalism Reified.” Journal of the Royal Anthropological Institute 13 (2): 383–400.
   Web of Science ®Google Scholar
• Koo, A., H. Ming, and B. Tsang. 2014. “The Doubly Disadvantaged.” Sociology 48 (4): 795–811.
   Google Scholar
• Kumashiro, K. 2002. “Against Repetition.” Harvard Educational Review 72 (1): 67–93.
   Web of Science ®Google Scholar
• Kwong, J. 2004. “Educating Migrant Children: Negotiations Between the State and Civil Society.” The China Quarterly 180: 1073–1088.
   Web of Science ®Google Scholar
• Ladson-Billings, G. 1997. “I Know why This Doesn’t Feel Empowering.” In Mentoring the Mentor: A Critical Dialogue with Paulo Freire, edited by P. Freire, 127–142. New York: Peter Lang.
   Google Scholar
• Lai, M., and L. N. K. Lo. 2007. “Teacher Professionalism in Educational Reform: The Experiences of Hong Kong and Shanghai.” Compare: A Journal of Comparative and International Education 37 (1): 53–68.
   Google Scholar
• Lamont, M., S. Beljean, and M. Clair. 2014. “What is Missing? Cultural Processes and Causal Pathways to Inequality.” Socio-Economic Review 12 (3): 573–608.
   Web of Science ®Google Scholar
• Lan, P. C. 2014. “Segmented Incorporation.” The China Quarterly 217: 243–265.
   Web of Science ®Google Scholar
• Leonardo, Z. 2005. Critical Pedagogy and Race. Malden: Blackwell.
   Google Scholar
• Li, M. 2015. Citizenship Education and Migrant Youth in China. New York: Routledge.
   Google Scholar
• Lim, L., and M. W. Apple. 2016. The Strong State and Curriculum Reform. New York: Routledge.
   Google Scholar
• Liston, D. R., and K. M. Zeichner. 1987. “Critical Pedagogy and Teacher Education.” Journal of Education 169 (3): 117–137.
   Google Scholar
• Luke, C., and J. Gore. 1992. Feminisms and Critical Pedagogy. New York: Routledge.
   Google Scholar
• Ministry of Education. 2008. Zhongxiaoxue Jiaoshi Zhiye Daode Guifan [Code of Professional Ethics for Primary and Secondary School Teachers]. Accessed June 1 2021. http://www.moe.gov.cn/s78/A10/s7058/201410/t20141021_178929.html.
   Google Scholar
• Murphy, R. 2004. “Turning Peasants Into Modern Chinese Citizens.” The China Quarterly 177: 1–20.
   Web of Science ®Google Scholar
• Ridgeway, C. L. 2014. “Why Status Matters for Inequality.” American Sociological Review 79 (1): 1–16.
   Web of Science ®Google Scholar
• Shor, I. 1992. Empowering Education. Chicago: University of Chicago Press.
   Google Scholar
• So, A. Y. 2019. “The Rise of Authoritarianism in China in the Early 21st Century.” International Review of Modern Sociology 45 (1): 49–70.
   Google Scholar
• Stockmann, D., and M. E. Gallagher. 2011. “Remote Control.” Comparative Political Studies 44 (4): 436–467.
   Web of Science ®Google Scholar
• Syed, J. 2010. “Reconstructing Gender Empowerment.” Women’s Studies International Forum 33 (3): 283–294.
   Web of Science ®Google Scholar
• UNICEF. 2017. Population Status of Children in China in 2015 Facts and Figures. Accessed June 1 2021. https://www.unicef.cn/media/9901/file/Population%20Status%20of%20Children%20in%20China%20in%202015%20Facts%20and%20Figures.pdf.
   Google Scholar
• Wang, L., and T. Holland. 2011. “In Search of Educational Equity for the Migrant Children of Shanghai.” Comparative Education 47 (4): 471–487.
   Web of Science ®Google Scholar
• Woronov, T. E. 2008. “Raising Quality, Fostering “Creativity”.” Anthropology & Education Quarterly 39 (4): 401–422.
   Web of Science ®Google Scholar
• Wu, X., and D. J. Treiman. 2007. “Inequality and Equality Under Chinese Socialism.” American Journal of Sociology 113 (2): 415–445.
   Web of Science ®Google Scholar
• Xiong, Y., and M. Li. 2017. “Citizenship Education as NGO Intervention.” Citizenship Studies 21 (7): 792–808.
   Web of Science ®Google Scholar
• Yi, L. 2011. “Turning Rurality Into Modernity.” The China Quarterly 206: 313–330.
   Web of Science ®Google Scholar
• Yiu, L. 2016. “The Dilemma of Care: A Theory and Praxis of Citizenship-Based Care for China’s Rural Migrant Youth.” Harvard Educational Review 86 (2): 261–288.
   Web of Science ®Google Scholar
• Yiu, L. 2017. “Policy as a Context for Quality Teaching in China: Diversity, Teacher Adaptation, and Chinese Migrant Children.” In International Handbook of Teacher Quality and Policy, edited by M. Akiba and G. K. Letendre, 271–284. New York: Routledge.
   Google Scholar
• Yiu, L. 2020. “Educational Injustice in a High-Stakes Testing Context: Migrant and Urban Children’s Academic Experiences in Shanghai.” Comparative Education Review 64 (3): 498–524.
   Web of Science ®Google Scholar
• Yonemura, M. 1986. “Reflections on Teacher Empowerment and Teacher Education.” Harvard Educational Review 56 (4): 473–481.
   Web of Science ®Google Scholar
• Yu, M. 2016. The Politics, Practices, and Possibilities of Migrant Children Schools in Contemporary China. New York: Palgrave Macmillan.
   Google Scholar
• Yu, M. 2018. “Rethinking Migrant Children Schools in China: Activism, Collective Identity, and Guanxi.” Comparative Education Review 62 (3): 429–448.
   Web of Science ®Google Scholar
• Yu, M., and C. B. Crowley. 2020. “The Discursive Politics of Education Policy in China: Educating Migrant Children.” The China Quarterly 241: 87–111.
   Web of Science ®Google Scholar
• Zhang, C. 2018. “Governing Neoliberal Authoritarian Citizenship: Theorizing Hukou and the Changing Mobility Regime in China.” Citizenship Studies 22 (8): 855–881.
   Web of Science ®Google Scholar
• Zhang, L., and G. X. Wang. 2010. “Urban Citizenship of Rural Migrants in Reform-era China.” Citizenship Studies 14 (2): 145–166.
   Web of Science ®Google Scholar
• Zhao, Z. 2014. “The Teacher–State Relationship in China.” International Studies in Sociology of Education 24 (2): 148–164.
   Google Scholar