Introduction
If you are a parent of a child with autism in China, you may have faced many challenges in accessing educational resources and services for your child. You may have also wondered how other parents cope with these difficulties and what strategies they use to advocate for their children. In this blog post, we will share some insights from a recent study that explored the importance of ‘guanxi’ for parents of children with autism in China.
What is ‘Guanxi’?
‘Guanxi’ (关系) is a Chinese concept that refers to the personal connections and relationships that one has with others, especially those who have power or influence. ‘Guanxi’ can be seen as a form of social capital, which is the value and benefits that one can derive from one’s social network. Having good ‘guanxi’ with key people can help one gain access to information, resources, opportunities, and favors that would otherwise be unavailable or difficult to obtain.
The Study
The study was conducted by Hui Zhang and Diana Arya from the University of California, Santa Barbara. They interviewed 16 parents of children with autism who live in different provinces across China. They used a qualitative method called interpretative phenomenological analysis, which aims to understand how people make sense of their lived experiences. They focused on the processes and strategies that the parents used to navigate the school system and advocate for inclusive education services for their children.
The Findings
The findings revealed that the parents faced many barriers and challenges in obtaining adequate educational support for their children, such as lack of awareness, stigma, discrimination, bureaucracy, and limited resources. The parents also expressed frustration, disappointment, and helplessness in dealing with the school actors, such as teachers, principals, and officials.
However, the parents also reported that they used various forms of ‘guanxi’ to overcome these obstacles and secure better outcomes for their children. For example, some parents leveraged their personal connections with school leaders or influential people to gain admission, placement, or accommodation for their children. Some parents also cultivated new relationships with school staff or other parents to exchange information, advice, or emotional support. Some parents even resorted to bribing or threatening school actors to get what they wanted.
The study found that the parents’ use of ‘guanxi’ was more effective than relying on the national policies or laws that promote inclusive education in China. The parents believed that the policies were not well implemented or enforced, and that the school actors had more power and discretion than the parents. Therefore, the parents felt that they had to use ‘guanxi’ to influence the school actors and secure their cooperation.
The Implications
The study has several implications for the field of disability studies and inclusive education in China. First, it highlights the need to address the power imbalances and inequalities between the parents and the school actors, and to empower the parents to participate in the decision-making process. Second, it suggests the need to improve the implementation and enforcement of the inclusive education policies and laws, and to hold the school actors accountable for their actions. Third, it calls for more research and dialogue on the ethical and moral issues of using ‘guanxi’ as a strategy for parental advocacy, and the potential risks and benefits for the parents and the children.
The Conclusion
In conclusion, the study provides a valuable insight into the importance of ‘guanxi’ for parents of children with autism in China. It shows how the parents use ‘guanxi’ as a form of social capital to navigate the school system and advocate for inclusive education services for their children. It also reveals the challenges and dilemmas that the parents face in using ‘guanxi’, and the implications for the future of disability studies and inclusive education in China.
FAQ
How does guanxi differ from other forms of social capital?
Guanxi differs from other forms of social capital in several ways, such as:
- Guanxi is more personal, affective, and reciprocal than other forms of social capital, which may be more impersonal, instrumental, and transactional.
- Guanxi is more context-specific, dynamic, and flexible than other forms of social capital, which may be more universal, stable, and rigid.
- Guanxi is more influenced by cultural factors, such as Confucianism, collectivism, and face, than other forms of social capital, which may be more influenced by institutional factors, such as laws, norms, and contracts.
What are the drawbacks of using guanxi for parents of children with autism in China?
The drawbacks of using guanxi for parents of children with autism in China are:
- They may have to compromise their values and principles by engaging in unethical or illegal practices, such as bribing or threatening school actors.
- They may incur costs and obligations by exchanging gifts or favors with their guanxi partners, which may create dependency or resentment.
- They may face risks and uncertainties by relying on personal relationships, which may change or break over time.
What is the theoretical framework of the paper?
The paper uses the theory of social capital, which is the value and benefits that one can derive from one’s social network. The paper also draws on the concept of guanxi, which is a Chinese term for personal connections and relationships, especially those with power or influence.
What are the limitations of the paper?
The paper acknowledges several limitations, such as:
- The small and non-random sample size, which limits the generalizability and representativeness of the findings.
- The possible bias and subjectivity of the researchers, who are both outsiders to the Chinese culture and context, and who may have influenced the data collection and analysis process.
- The possible influence of social desirability and self-presentation on the participants, who may have exaggerated or downplayed their use of guanxi or their experiences with the school system.
- The lack of triangulation and validation of the data, which means that the researchers did not use other sources or methods to cross-check and confirm the accuracy and credibility of the data.
What are the future directions of the paper?
The paper suggests several future directions, such as:
- Conducting more studies with larger and more diverse samples of parents of children with autism in China, to explore the variations and similarities of their use of guanxi and their experiences with the school system.
- Comparing and contrasting the use of guanxi and the experiences with the school system among parents of children with different types of disabilities in China, to examine the differences and commonalities of their challenges and strategies.
- Investigating the perspectives and experiences of the school actors, such as teachers, principals, and officials, to understand their views and attitudes towards inclusive education and parental advocacy in China.
- Exploring the ethical and moral implications of using guanxi as a strategy for parental advocacy, and the potential risks and benefits for the parents and the children.
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