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Only Hope: Coming of Age Under China’s One-Child Policy


reviewed by Vilma Seeberg — 2006

coverTitle: Only Hope: Coming of Age Under China’s One-Child Policy
Author(s): Vanessa L. Fong
Publisher: Stanford University Press, Stanford, CA
ISBN: 0804749612, Pages: 242, Year: 2004
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Only Hope: Coming of Age Under China’s One-Child Policy by Vanessa L. Fong is a read I could hardly put down.  Vanessa Fong has put her finger on a subject of much popular and scholarly interest. How are the only children and their families faring under the Chinese one-child policy? The policy has often been described as a draconian, huge-scale experiment in social engineering mandated by a central government. Dire consequences in population imbalances have been predicted.  Fong takes a close-up look at 31 families and surveys 2,273 students in three schools over 27 months. The depth of her insight and breadth of knowledge elevate this work to a place of importance that far exceeds its title and stated purpose. The work speaks to China scholars, social scientists, modernization scholars, and international educators, but also to a wide swath of the general public. The author writes with ease, the stories... (preview truncated at 150 words.)


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Cite This Article as: Teachers College Record Volume 108 Number 1, 2006, p. 79-83
http://www.tcrecord.org ID Number: 12012, Date Accessed: 3/29/2017 9:10:13 AM

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About the Author
  • Vilma Seeberg
    Kent State University
    E-mail Author
    VILMA SEEBERG is Associate Professor for International/Intercultural Education at Kent State University. She has published on various aspects of Chinese education, including The rhetoric and reality of mass education in Mao's China published by The Edwin Mellen Press in 2000, the second of two books on basic education in China. Her most recent manuscript “Tibetan girls’ education: Challenging prevailing theory” will be published in a forthcoming book titled China’s educational inequality: Schooling in a market economy. Her intellectual interests include social theory, Chinese studies, girls’ education, and development education. Her work draws from the fields of comparative education, China studies, sociology, anthropology, and political science. She serves on boards of the Comparative and International Education Society and the American Association of University Women.
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