Abstract
The educational equality policies vary in terms of different spatial, cultural, economic, and social dynamics. Despite a great deal of discussion on how to implement equality policies into the Chinese education system, very little research has explored how the Chinese education equality policy responds to social inequalities. To address it, applying Rawls’ theory of justice, this study investigates the macro-level landscape of education equality in China through Dynamic Topic Models to examine their evolution of (unobserved) social equalities imbedded in different political documents over time. The findings present the key policies, the key historical period, the core themes of China’s equality education development, and its responses to social inequalities. In addition, the discussion and conclusion have been offered in the last section.
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