Social Work

The common explanations for teachers' problems are social—lack of prestige and respect, as well as repeated instances of violence against teachers.^[25] These incidents have received increasing publicity; consequently, one of the SEdC's first targets for change has been the social position of teachers.

Several specific efforts have been made by the central education bureaucracy to change social attitudes toward teachers. The most visible of these has been the institution of a national holiday to honor teachers. Inaugurated on September 9, 1985, with much publicity and elaborate public ceremonies, Teachers' Day honors the teaching profession and individual teachers. The message in the stories, reports, poems, and photographs of the day is clear: teachers play a valued role in society; they are supported by the country's top leaders; and they are appreciated by ordinary people.^[26]

Similar themes appear in other socially oriented reforms as well. These range from the "respect teachers, love students" campaign (zunshi aisheng ), to the 1986 Compulsory Education Law's stipulation to prosecute assaults on teachers, to the establishment of a system of honors for exemplary teachers (mofan jiaoshi and teji jiaoshi ) (Cai 1985, 8; Zhongguo jiaoyu nianjian 1949–1981 1984, 200).

[25] Even after the establishment of policies to improve the treatment of intellectuals, teachers in recent years have been beaten, killed, and publicly humiliated. (See, for example, RMRB, 31 May 1984, 3; FBIS, 20 August 1985, O1; Zhongguo jiaoyu nianjian 1982–84 1986, 351; ZGJYB, 24 October 1987, 19 April and 31 December 1988.) Instances of abuse have continued despite joint action taken by the MOE, the Public Security Bureau, the Judiciary Department, the People's Supreme Court, and the People's Supreme Inspection Court in 1983 (Zhongguo jiaoyu nianjian 1982–84 1986, 103). The Chinese Education Union reported that in the first nine months of 1987 there were several hundred reported instances of serious attacks (ZGJYB, 31 December 1988).

[26] See, for example, FBIS, 10 September 1985, K1–8; 11 September 1985, K1–6; and 12 September 1985, K1–5.

Each of these efforts, initiated by the SEdC, has been largely symbolic and used few material resources (although, in the case of teacher awards, the actual recipients do get material benefits). Yet there has clearly been the hope that these symbolic gestures would both placate teachers and remind the general public of the importance of teachers' work. My interviews with teachers suggest, however, that while these symbolic gestures have been somehow comforting to "backbone teachers," they have provided little solace to young teachers and little attraction to people considering teaching (Paine 1987). Teachers interviewed noted both cryptically and cynically that these social reforms were "not hard to carry out."