Micropolitics In Contemporary China

This title was first published in 1980:

This book provides a comprehensive examination of value changes of Chinese citizens, especially the younger generation, and how the Chinese authorities take efforts to adapt to such changes and refine its social control mechanisms. The book discusses three related themes through a series of topics. The first theme examines the changes in political attitudes and values among Chinese youths, comparing them to the older generations in the mainland and their contemporaries in Hong Kong and Taiwan. The second theme focuses on the recent development of social unrests, new pursuits that emerged in the Chinese society, and new means adopted by the Chinese protestors. The third theme touches on the responses of the party-state under the Xi Jinping administration, and how it has sophisticatized the machine of social control. With these three themes, this book also adds on to the understanding of regime stability of the Communist system in China, and how this system handles a variety of challenges brought about by dramatic social changes.

Exploring the crucial link between state and society in the People's Republic of China (PRC), this book analyzes the interaction between the Chinese Communist Party and the country's major social groups. It explores how public opinion contributes to a mass political culture in China.

This analytic overview of contemporary Chinese politics focuses on six major themes: agriculture, urban life and industry, law and policing, intellectuals, women and the family, and minority nationalities.

Stephen Ball’s micro-political theory of school organization is a radical departure from traditional theories. He rejects a prescriptive ‘top down’ approach and directly addresses the interest and concerns of teachers and current problems facing schools. In doing so he raises question about the adequacy and appropriateness of the existing forms of organizational control in schools. Through case studies and interviews with teachers, the book captures the flavour of real conflicts in schools – particularly in times of falling rolls, change of leadership or amalgamations – when teachers’ autonomy seems to be at stake.