This book places Scotland’s experiences and challenges within the broader framework of “national development dynamics,” inviting readers to consider: How should we view children, and how should we shape future citizens? Perhaps an education system that truly embraces diversity and inspires the potential of every individual is the deep and reliable driving force for a nation’s continued prosperity. With Scotland as a case study, this book embarks on an in-depth exploration of education, equity, and the nation’s future. Scotland, with its distinctive “universal” and “inclusive” educational philosophy, has constructed a unique policy laboratory. From universal primary education and innovative inclusive education policies to the capillary-like promoting of nationwide reading, its educational philosophy of “coexistence of differences” is not only reflected in macro-level institutional design but also deeply penetrates daily classrooms and teaching. The author pays particular attention to some of the Chinese community in Scotland, their survival strategies within visa constraints, their arduous journeys to secure educational opportunities for their children, and their intergenerational struggles between Chinese language inheritance and cultural identity—all contributing to a dynamic picture of immigrant education.

Translated by Ruihan CHEN

Full text in Chinese available at:

https://fddi.fudan.edu.cn/93/9d/c19045a758685/page.htm