Implement Learner-Centred Pedagogy in China: What Kind of Inequality Issues Make the Pedagogy Hard to Work?

Abstract

This study explores the challenges of implementing Learner-Centred Education (LCE) in China, focusing on the inequality issues that hinder its effectiveness. The research reviews existing literature on LCE and its counterpart, Teacher-Centred Education (TCE), and examines the obstacles to LCE adoption through Pierre Bourdieu's theory of capital forms (cultural, social, linguistic, and economic). The findings reveal that students from families with higher capital levels adapt more easily to LCE, while those from disadvantaged backgrounds often struggle, leading to unequal educational outcomes. The study concludes that while LCE has potential to improve education quality, its implementation must be context-sensitive, considering the diverse socio-economic and cultural backgrounds of students. Recommendations include fostering inclusive classroom environments, gradually introducing LCE, and addressing resource disparities to ensure equitable educational opportunities.