when formal education resumed, and a credential-based society began to form in China.Why were children in the exploiting class able to rapidly attain higher educational qualifications after the 1980s? Through G’s interview, we can see that even though they were unable to access appropriate educational and employment opportunities because of their family’s political background during the Cultural Revolution, this did not mean that they lacked the ability to learn or work. In contrast, the implicit transmission of cultural capital within the family allowed G to accumulate a certain level of cultural capital, even during the Cultural Revolution when formal schooling was suspended. This accumulation of cultural capital enabled them to quickly convert it to academic capital when formal education fully resumed in the 1980s, thereby achieving a rise in social status.Interviewees born between 1960 and 1977:Political orientation in educational strategiesInterviewees born between 1960 and 1977, who spent most of their early years during the Cultural Revolution, a period characterized by relatively strict political screening, showed that their parents adopted educational strategies with a clear political orientation. For example, interviewee N’s mother was a high school teacher and her father worked as a government official. Since N was born around the time when the Cultural Revolution and the “Up to the Mountains and Down to the Countryside” movement began, N’s mother was proactive and had N start learning the erhu （a traditional Chinese string instrument） at the age of six. The purpose of this was to ensure that when N reached the age where she would be sent to the countryside, she could be selected for the “Mao Zedong Thought Propaganda Team because of her specialized skills rather than being assigned to work in fields like most of the sent-down youth.Similar educational strategies appeared during P’s interviews. P’s mother was a doctor and P’s father was a government official. According to P’s account, due to the “Up to the Mountains and Down to the Countryside” policy, every urban child knew when they would be sent down to the countryside for labor. P was aware of the timeframe for being sent down as early as the elementary school. Consequently, P’s mother encouraged P to start learning about painting and calligraphy from a young age. In this way, when the time came for P to be sent to the countryside, P could join a propaganda team rather than engage in manual labor in rural fields.Through these interviews, we can observe that due to the strict political stratification system implemented during the Cultural Revolution, the educational strategies adopted by parents for their children during this period were also inclined toward a political orientation. The primary goal of education is to demonstrate political loyalty, thereby enabling children to attain a higher status in a society governed by political screening. For instance, in the case of families like N’s and P’s, parents encouraged their children to learn skills such as painting, music, and calligraphy. This was aimed at sparing them from the physical hardships of manual labor during the “Up to the Mountains and Down to the Countryside” movement by positioning them for roles in propaganda teams.52早稲田教育評論 第 39 巻第１号
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