Social Reproduction and Out-Of-School Tutoring Institutions in China: A Critical Exploration of the Issue

Abstract

This paper takes a look at China’s “double reduction policy” of recent years, which restricts the out-of-school tutoring services, and analyses the characteristics of China’s working and middle classes in terms of educating the next generation and accessing education, as well as the differences between these groups in terms of external factors, including economic and cultural capital, and internal factors, mainly habits. In this way, it is possible to investigate whether the “double reduction policy” introduced by the Chinese government to safeguard the rights of students and parents to an equitable education can really safeguard the development of an equitable education in China’s complex social environment, or whether the forced banning of out-of-school tutoring services has a more negative impact on the disadvantaged classes. In addition, based on the analysis of the characteristics of the different classes, some suggestions are given to guarantee equity in education and the rights of different classes.