Encounter with Education in Rural China | Diane Geng | TEDxNYUShanghai

when I was a junior in college I studied

when I was a junior in college I studied abroad

abroad

abroad I chose Beijing as my study away site

I chose Beijing as my study away site

I chose Beijing as my study away site and my Chinese wasn’t very good so my

and my Chinese wasn’t very good so my

and my Chinese wasn’t very good so my days were filled with does this sound

days were filled with does this sound

days were filled with does this sound familiar to anyone

Chinese memorizing shumsa practicing my

Chinese memorizing shumsa practicing my Hounsou and taking Chinese history and

Hounsou and taking Chinese history and

Hounsou and taking Chinese history and economics classes but my biggest lessons

economics classes but my biggest lessons

economics classes but my biggest lessons that study away semester didn’t take

that study away semester didn’t take

that study away semester didn’t take place inside the classroom one night my

place inside the classroom one night my

place inside the classroom one night my study abroad program took us to see an

study abroad program took us to see an

study abroad program took us to see an acrobatics show and during the

acrobatics show and during the

acrobatics show and during the performance I had to get up and use the

performance I had to get up and use the

performance I had to get up and use the restroom there I met a woman whose job

restroom there I met a woman whose job

restroom there I met a woman whose job it was to hand out paper towels I

it was to hand out paper towels I

it was to hand out paper towels I thanked her for the paper towel and I

thanked her for the paper towel and I

thanked her for the paper towel and I asked her where she was from what had

asked her where she was from what had

asked her where she was from what had brought her here she told me that she

brought her here she told me that she

brought her here she told me that she was from a village in central China and

was from a village in central China and

was from a village in central China and that she and her husband had come to

that she and her husband had come to

that she and her husband had come to Beijing to make a better income than

Beijing to make a better income than

Beijing to make a better income than they could farming they lived in dismal

they could farming they lived in dismal

they could farming they lived in dismal conditions but what bothered her the

conditions but what bothered her the

conditions but what bothered her the most was the young boy that she had left

most was the young boy that she had left

most was the young boy that she had left behind in the village he was growing up

behind in the village he was growing up

behind in the village he was growing up with his grandparents and she hadn’t

with his grandparents and she hadn’t

with his grandparents and she hadn’t seen him in almost a year the spring

seen him in almost a year the spring

seen him in almost a year the spring festival was coming up so I asked her if

festival was coming up so I asked her if

festival was coming up so I asked her if she might go home to see him she said no

she might go home to see him she said no

she might go home to see him she said no she couldn’t afford the train fare and

she couldn’t afford the train fare and

she couldn’t afford the train fare and she was worried about losing her job

she was worried about losing her job

she was worried about losing her job this conversation revealed to me a side

this conversation revealed to me a side

this conversation revealed to me a side of society that I hadn’t yet learned

of society that I hadn’t yet learned

of society that I hadn’t yet learned about in my classrooms and then my

about in my classrooms and then my

about in my classrooms and then my textbooks probably couldn’t keep up with

textbooks probably couldn’t keep up with

textbooks probably couldn’t keep up with printing and afterwards I couldn’t stop

printing and afterwards I couldn’t stop

printing and afterwards I couldn’t stop thinking about her and her son and I

thinking about her and her son and I

thinking about her and her son and I began to seek out more encounters with

began to seek out more encounters with

began to seek out more encounters with rural migrant workers outside of my

rural migrant workers outside of my

rural migrant workers outside of my university classes outside of the

university classes outside of the

university classes outside of the dazzling skyscrapers and the shiny malls

dazzling skyscrapers and the shiny malls

dazzling skyscrapers and the shiny malls that an otherwise dominated my study

that an otherwise dominated my study

that an otherwise dominated my study abroad experience it wasn’t so hard

abroad experience it wasn’t so hard

abroad experience it wasn’t so hard there were construction workers building

there were construction workers building

there were construction workers building new university buildings II’s cleaning

new university buildings II’s cleaning

new university buildings II’s cleaning the dormitories and vendors who sold me

the dormitories and vendors who sold me

the dormitories and vendors who sold me noodles on the street and

noodles on the street and

noodles on the street and talking with them I discovered that the

talking with them I discovered that the

talking with them I discovered that the reality of the lady in the bathroom was

reality of the lady in the bathroom was

reality of the lady in the bathroom was all too common almost all of them had

all too common almost all of them had

all too common almost all of them had children so-called left behind in the

children so-called left behind in the

children so-called left behind in the villages growing up separated from their

villages growing up separated from their

villages growing up separated from their parents these initial encounters moved

parents these initial encounters moved

parents these initial encounters moved me to do research on what life was like

me to do research on what life was like

me to do research on what life was like for children growing up in rural China

for children growing up in rural China

for children growing up in rural China who did they live with did they go to

who did they live with did they go to

who did they live with did they go to school

school

school what were their schools like and what

what were their schools like and what

what were their schools like and what were their prospects in life I was

were their prospects in life I was

were their prospects in life I was privileged to receive a full ride

privileged to receive a full ride

privileged to receive a full ride scholarship to return to China after

scholarship to return to China after

scholarship to return to China after graduation to delve into these questions

graduation to delve into these questions

graduation to delve into these questions full-time and my research began in the

full-time and my research began in the

full-time and my research began in the library

library

library I looked up statistics and databases and

I looked up statistics and databases and

I looked up statistics and databases and read reports and it was clear that rural

read reports and it was clear that rural

read reports and it was clear that rural children were going to college at rates

children were going to college at rates

children were going to college at rates far far lower than urban children

far far lower than urban children

far far lower than urban children despite being 78% of the school-age

despite being 78% of the school-age

despite being 78% of the school-age population and one in two of rural

population and one in two of rural

population and one in two of rural students who started seventh grade

students who started seventh grade

students who started seventh grade didn’t end up making it to the ninth

didn’t end up making it to the ninth

didn’t end up making it to the ninth grade why was this the conventional

grade why was this the conventional

grade why was this the conventional wisdom was that it was an issue of

wisdom was that it was an issue of

wisdom was that it was an issue of poverty perhaps the local governments

poverty perhaps the local governments

poverty perhaps the local governments didn’t have enough funding to build

didn’t have enough funding to build

didn’t have enough funding to build schools for students to attend or maybe

schools for students to attend or maybe

schools for students to attend or maybe their families were too poor to afford

their families were too poor to afford

their families were too poor to afford tuition perhaps the students had to drop

tuition perhaps the students had to drop

tuition perhaps the students had to drop out in order to support their families

out in order to support their families

out in order to support their families but once I left the library and began my

but once I left the library and began my

but once I left the library and began my fieldwork traveling to villages all

fieldwork traveling to villages all

fieldwork traveling to villages all across China I began to hear a different

across China I began to hear a different

across China I began to hear a different story the reports and the databases

story the reports and the databases

story the reports and the databases weren’t keeping up with the fast

weren’t keeping up with the fast

weren’t keeping up with the fast changing policies and dynamics on the

changing policies and dynamics on the

changing policies and dynamics on the ground in fact the Chinese government

ground in fact the Chinese government

ground in fact the Chinese government was abolishing tuition for grades 1

was abolishing tuition for grades 1

was abolishing tuition for grades 1 through 9 making school totally free

through 9 making school totally free

through 9 making school totally free from elementary through middle school

from elementary through middle school

from elementary through middle school and in many villages I saw a vertical

and in many villages I saw a vertical

and in many villages I saw a vertical boom in rural school building

boom in rural school building

boom in rural school building construction thanks to increased funding

construction thanks to increased funding

construction thanks to increased funding from the government and charitable

from the government and charitable

from the government and charitable donations so if tuition wasn’t the issue

donations so if tuition wasn’t the issue

donations so if tuition wasn’t the issue and access wasn’t the issue than what

and access wasn’t the issue than what

and access wasn’t the issue than what was outside of my apartment building in

was outside of my apartment building in

was outside of my apartment building in Beijing there was a security guard or

Beijing there was a security guard or

Beijing there was a security guard or Bowen who I waved hello to

Bowen who I waved hello to

Bowen who I waved hello to every morning he looked awfully young so

every morning he looked awfully young so

every morning he looked awfully young so one day I asked him where are you from

one day I asked him where are you from

one day I asked him where are you from shouldn’t you be in school he told me he

shouldn’t you be in school he told me he

shouldn’t you be in school he told me he was from a village and Hebei province

was from a village and Hebei province

was from a village and Hebei province and that yes he had dropped out of

and that yes he had dropped out of

and that yes he had dropped out of school the year before did you have to

school the year before did you have to

school the year before did you have to come to Beijing to make money to help

come to Beijing to make money to help

come to Beijing to make money to help your family I asked no no it’s not that

your family I asked no no it’s not that

your family I asked no no it’s not that he said both my parents are migrant

he said both my parents are migrant

he said both my parents are migrant workers too and our family’s income has

workers too and our family’s income has

workers too and our family’s income has been rising every year I could afford to

been rising every year I could afford to

been rising every year I could afford to go to school but I don’t want to I’m no

go to school but I don’t want to I’m no

go to school but I don’t want to I’m no good at school yancha was a term that I

good at school yancha was a term that I

good at school yancha was a term that I began to hear over and over when I

began to hear over and over when I

began to hear over and over when I talked with rural students and those who

talked with rural students and those who

talked with rural students and those who had recently dropped out they told me

had recently dropped out they told me

had recently dropped out they told me that school was one in de Geste Abul

that school was one in de Geste Abul

that school was one in de Geste Abul Shobha Jean she and two hopeless Miyoshi

Shobha Jean she and two hopeless Miyoshi

Shobha Jean she and two hopeless Miyoshi Wong they felt like the 15 year old bond

Wong they felt like the 15 year old bond

Wong they felt like the 15 year old bond that they were forced to regurgitate

that they were forced to regurgitate

that they were forced to regurgitate information that they didn’t know the

information that they didn’t know the

information that they didn’t know the meaning or the use of and their

meaning or the use of and their

meaning or the use of and their intellect and their potential was

intellect and their potential was

intellect and their potential was equated with their test scores so when

equated with their test scores so when

equated with their test scores so when they had low grades they were labeled as

they had low grades they were labeled as

they had low grades they were labeled as and they saw themselves as hopeless

and they saw themselves as hopeless

and they saw themselves as hopeless cases and so given this he decided nope

cases and so given this he decided nope

cases and so given this he decided nope to no longer waste time in the

to no longer waste time in the

to no longer waste time in the prison-like environment at the school

prison-like environment at the school

prison-like environment at the school and just enter society but so far for

and just enter society but so far for

and just enter society but so far for this Bao anh in Beijing standing for

this Bao anh in Beijing standing for

this Bao anh in Beijing standing for hours at a time in a tiny guard shack

hours at a time in a tiny guard shack

hours at a time in a tiny guard shack wasn’t so much fun either I began to

wasn’t so much fun either I began to

wasn’t so much fun either I began to hear stories like his over and over as I

hear stories like his over and over as I

hear stories like his over and over as I travel through the countryside and a

travel through the countryside and a

travel through the countryside and a rural middle school teacher in grades OH

rural middle school teacher in grades OH

rural middle school teacher in grades OH put it like this students come in with

put it like this students come in with

put it like this students come in with their own talents interests and a desire

their own talents interests and a desire

their own talents interests and a desire to learn only those with extreme

to learn only those with extreme

to learn only those with extreme determination make it through and most

determination make it through and most

determination make it through and most break under the pressure those ones will

break under the pressure those ones will

break under the pressure those ones will go to labour in the city or will stay

go to labour in the city or will stay

go to labour in the city or will stay here as farmers but will not have

here as farmers but will not have

here as farmers but will not have learned to do either I want to make the

learned to do either I want to make the

learned to do either I want to make the fields their school I want them to learn

fields their school I want them to learn

fields their school I want them to learn how to take the riches of the land and

how to take the riches of the land and

how to take the riches of the land and turn it into something valuable I want

turn it into something valuable I want

turn it into something valuable I want them to develop the

them to develop the

them to develop the talents they have into something that is

talents they have into something that is

talents they have into something that is useful to them and it was in encounters

useful to them and it was in encounters

useful to them and it was in encounters with rural teachers like this and rural

with rural teachers like this and rural

with rural teachers like this and rural students and parents that uncovered for

students and parents that uncovered for

students and parents that uncovered for me what is the underlying problem in

me what is the underlying problem in

me what is the underlying problem in rural education school II is in

rural education school II is in

rural education school II is in preparing rural students for their real

preparing rural students for their real

preparing rural students for their real lives

lives

lives it isn’t fostering the life skills that

it isn’t fostering the life skills that

it isn’t fostering the life skills that can empower them to improve their own

can empower them to improve their own

can empower them to improve their own lives and their communities so it begs

lives and their communities so it begs

lives and their communities so it begs the question are just additional years

the question are just additional years

the question are just additional years of more of the same kind of schooling

of more of the same kind of schooling

of more of the same kind of schooling what rural children and their

what rural children and their

what rural children and their communities need or is a different kind

communities need or is a different kind

communities need or is a different kind of education needed in response to this

of education needed in response to this

of education needed in response to this question some friends and I decided to

question some friends and I decided to

question some friends and I decided to try out some alternative educational

try out some alternative educational

try out some alternative educational experiments ourselves we put on summer

experiments ourselves we put on summer

experiments ourselves we put on summer camps in rural villages that taught

camps in rural villages that taught

camps in rural villages that taught classes which were engaging the student

classes which were engaging the student

classes which were engaging the student centered and involved students in

centered and involved students in

centered and involved students in hands-on learning

hands-on learning

hands-on learning but these summer camps had a short-term

but these summer camps had a short-term

but these summer camps had a short-term impact and we as outsiders were not

impact and we as outsiders were not

impact and we as outsiders were not rooted in the communities where the

rooted in the communities where the

rooted in the communities where the students are from but here I had another

students are from but here I had another

students are from but here I had another lucky encounter a local principal named

lucky encounter a local principal named

lucky encounter a local principal named swim kamio-san Wascher heard about our

swim kamio-san Wascher heard about our

swim kamio-san Wascher heard about our summer camp and came out to meet us

summer camp and came out to meet us

summer camp and came out to meet us volunteers it turned out that she also

volunteers it turned out that she also

volunteers it turned out that she also cared about making education more

cared about making education more

cared about making education more meaningful and centered on rural

meaningful and centered on rural

meaningful and centered on rural children’s life needs under her

children’s life needs under her

children’s life needs under her invitation we began to work in her

invitation we began to work in her

invitation we began to work in her village elementary school year-round and

village elementary school year-round and

village elementary school year-round and she organized her teachers to join with

she organized her teachers to join with

she organized her teachers to join with us together in developing new kinds of

us together in developing new kinds of

us together in developing new kinds of curriculum that could connect learning

curriculum that could connect learning

curriculum that could connect learning to life one example is that in a social

to life one example is that in a social

to life one example is that in a social studies textbook there was a chapter to

studies textbook there was a chapter to

studies textbook there was a chapter to teach students about the dangers of

teach students about the dangers of

teach students about the dangers of smoking but instead of just reading

smoking but instead of just reading

smoking but instead of just reading about it fourth through sixth graders

about it fourth through sixth graders

about it fourth through sixth graders conducted research in three villages

conducted research in three villages

conducted research in three villages around the school they carried out

around the school they carried out

around the school they carried out interviews with local villagers about

interviews with local villagers about

interviews with local villagers about their smoking habits and then they took

their smoking habits and then they took

their smoking habits and then they took the data back and crunch the numbers

the data back and crunch the numbers

the data back and crunch the numbers analyzing statistics like

analyzing statistics like

analyzing statistics like of people in that village smoked and how

of people in that village smoked and how

of people in that village smoked and how how much money do they spend on

how much money do they spend on

how much money do they spend on cigarettes per year how many

cigarettes per year how many

cigarettes per year how many refrigerators our computers could they

refrigerators our computers could they

refrigerators our computers could they have bought with that money instead and

have bought with that money instead and

have bought with that money instead and then afterwards they conceived of an

then afterwards they conceived of an

then afterwards they conceived of an anti-smoking campaign and went back to

anti-smoking campaign and went back to

anti-smoking campaign and went back to the three villages and gave

the three villages and gave

the three villages and gave presentations about their research

presentations about their research

presentations about their research findings to the residents students

findings to the residents students

findings to the residents students reported feeling greatly empowered by

reported feeling greatly empowered by

reported feeling greatly empowered by this project in another example students

this project in another example students

this project in another example students raise chickens up at school this was an

raise chickens up at school this was an

raise chickens up at school this was an activity that ended up exercising their

activity that ended up exercising their

activity that ended up exercising their analytical thinking decision-making

analytical thinking decision-making

analytical thinking decision-making collaboration and communication skills

they had to interview local farmers

they had to interview local farmers about raising chickens and then designed

about raising chickens and then designed

about raising chickens and then designed a chicken coop and calculate the amount

a chicken coop and calculate the amount

a chicken coop and calculate the amount of material they would need to build it

of material they would need to build it

of material they would need to build it and they debated amongst themselves

and they debated amongst themselves

and they debated amongst themselves whether to use chemical or organic feed

whether to use chemical or organic feed

whether to use chemical or organic feed eventually ananas levo ting for organic

eventually ananas levo ting for organic

eventually ananas levo ting for organic and brought their eggs to the market to

and brought their eggs to the market to

and brought their eggs to the market to sell they had to experience what it was

sell they had to experience what it was

sell they had to experience what it was like to set up a stand to price their

like to set up a stand to price their

like to set up a stand to price their wares and to bargain with buyers these

wares and to bargain with buyers these

wares and to bargain with buyers these projects stand out for three reasons one

projects stand out for three reasons one

projects stand out for three reasons one the students got to choose the topics

the students got to choose the topics

the students got to choose the topics they were interested in working on the

they were interested in working on the

they were interested in working on the students not the teachers drove every

students not the teachers drove every

students not the teachers drove every stage of the process and to the projects

stage of the process and to the projects

stage of the process and to the projects integrated skills from different

integrated skills from different

integrated skills from different subjects reading math social studies art

subjects reading math social studies art

subjects reading math social studies art and they taught students to apply skills

and they taught students to apply skills

and they taught students to apply skills and knowledge to solve a real-world

and knowledge to solve a real-world

and knowledge to solve a real-world problems and number three they were

problems and number three they were

problems and number three they were community based this these projects drew

community based this these projects drew

community based this these projects drew upon the local resources and expertise

upon the local resources and expertise

upon the local resources and expertise that was available in the surrounding

that was available in the surrounding

that was available in the surrounding communities this was thanks to swimmer

communities this was thanks to swimmer

communities this was thanks to swimmer and the other teachers who used their

and the other teachers who used their

and the other teachers who used their local knowledge and their gwenci

local knowledge and their gwenci

local knowledge and their gwenci to facilitate the students to be able to

to facilitate the students to be able to

to facilitate the students to be able to go around the villages knocking on doors

go around the villages knocking on doors

go around the villages knocking on doors and interviewing villagers to know which

and interviewing villagers to know which

and interviewing villagers to know which chicken farmers were the best and would

chicken farmers were the best and would

chicken farmers were the best and would be willing to come into the school and

be willing to come into the school and

be willing to come into the school and share their knowledge with the with the

share their knowledge with the with the

share their knowledge with the with the students outsiders can bring new ideas

students outsiders can bring new ideas

students outsiders can bring new ideas and encouragement to rural teachers but

and encouragement to rural teachers but

and encouragement to rural teachers but in the end it is they who have to digest

in the end it is they who have to digest

in the end it is they who have to digest the methods and decide how to adapt them

the methods and decide how to adapt them

the methods and decide how to adapt them to be effective in the local context

to be effective in the local context

to be effective in the local context it’s not easy to be an innovative

it’s not easy to be an innovative

it’s not easy to be an innovative teacher in rural China the students

teacher in rural China the students

teacher in rural China the students parents live far away the test system is

parents live far away the test system is

parents live far away the test system is the only one used for evaluation and

the only one used for evaluation and

the only one used for evaluation and teachers receive very little training

teachers receive very little training

teachers receive very little training and support so it is important that we

and support so it is important that we

and support so it is important that we identify cherish and support these

identify cherish and support these

identify cherish and support these individual rural education innovators

individual rural education innovators

individual rural education innovators who are rooted in rural China for the

who are rooted in rural China for the

who are rooted in rural China for the long term and who are developing new

long term and who are developing new

long term and who are developing new forms of education that are responsive

forms of education that are responsive

forms of education that are responsive to their rural students life needs

getting to know them learning from them

getting to know them learning from them about what the needs are in their

about what the needs are in their

about what the needs are in their communities and supporting their growth

communities and supporting their growth

communities and supporting their growth and development are ways that we as

and development are ways that we as

and development are ways that we as outsiders can turn in an initial

outsiders can turn in an initial

outsiders can turn in an initial short-term encounter into an ongoing

short-term encounter into an ongoing

short-term encounter into an ongoing partnership for long-term change here in

partnership for long-term change here in

partnership for long-term change here in the academic building in Shanghai at

the academic building in Shanghai at

the academic building in Shanghai at large and in the places that we live and

large and in the places that we live and

large and in the places that we live and study away we’re surrounded by

study away we’re surrounded by

study away we’re surrounded by opportunities to turn person-to-person

opportunities to turn person-to-person

opportunities to turn person-to-person Encounters into new sources of learning

Encounters into new sources of learning

Encounters into new sources of learning we might discover a problem or a

we might discover a problem or a

we might discover a problem or a question that activates our curiosity

question that activates our curiosity

question that activates our curiosity and our empathy and we can take that as

and our empathy and we can take that as

and our empathy and we can take that as a sign to seek out more encounters to

a sign to seek out more encounters to

a sign to seek out more encounters to test out our initial assumptions about

test out our initial assumptions about

test out our initial assumptions about what might be the situation like the

what might be the situation like the

what might be the situation like the students in rural China we can connect

students in rural China we can connect

students in rural China we can connect learning to life NYU Shanghai says make

learning to life NYU Shanghai says make

learning to life NYU Shanghai says make the world your major

the world your major

the world your major and I would add to that go beyond the

and I would add to that go beyond the

and I would add to that go beyond the textbook encounter your own education

textbook encounter your own education

textbook encounter your own education thank you