Conclusion

I have looked to see what kinds of reforms have been undertaken in Chinese cities since the late 1970s to modernise education and I have asked what is the relationship between these reforms and social inclusion. I set my case studies in their political, cultural and historical contexts and organised their presentation according to the main themes that emerged: childhood, teacher education, and language and cultural identity. I have maintained a comparative approach throughout the book, discussing what I learned in China in relation to equivalent ideas and developments in Britain. Here, I follow the interpretations of Part 5 with a brief overview and some conclusions.