Search

Shanghai’s officials and urban planners often equate development with “cleaning up the streets.” The snacks (xiao chi 小吃) that are sold from the small shops and mobile stands—dumplings steamed in wooden baskets, nighttime barbeques, carts selling stir-fried noodles—are seen to belong to a past that must be overcome. This paper reflects on the changing fate of Shanghai’s street food in order to analyze tensions between a regulated, formal commercial sector and a much more anarchic informal economy as it plays out in the making of the future city. It argues that the informal is not simply a temporary phenomenon, and that the evolutionary conception of economic growth in which a “backward” black market progresses to a more “advanced” formal sphere masks a deep (and sometimes violent) struggle. Shanghai’s importance as a model for twenty-first century urbanism rests not only on its high-speed trains and super-tall skyscrapers, but also, just as vitally, on its street food, street markets and street life. [ABSTRACT FROM PUBLISHER]

This qualitative research documents the educational strategies of international migrants to Shanghai who are attempting to raise their children as cosmopolitans through immersion in local Chinese schools. We distinguish this localizing educational strategy from the established network of international schools designed to serve the families of corporate expatriates. Instead, our research subjects consist of self-initiated expatriates, or 'middling transnationals', who have chosen to prioritize immersion in the language and culture of China by sending their children to local schools. This localized, or Sinocentric, model exposes non-Chinese children to a challenging and nationalistic Chinese curriculum. Our analysis of these practices as a form of cosmopolitan education challenges both the goal of teaching a universal and placeless ethical cosmopolitanism and the assumption that a meaningful cosmopolitan education must take place in the idealized setting of a liberal cosmopolitan school system. We also highlight the difficulties families face in this approach, describing this as an 'entangled cosmopolitanism', an enriching but uncomfortable engagement with both local and home-country educational cultures. [ABSTRACT FROM AUTHOR]