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Following the introduction of the "gentrification" concept by Ruth Glass in 1964, Anglo-Saxon urban geographers have extensively studied the process and phenomenon of gentrification. In recent years, gentrification studies have moved beyond the Anglo-Saxon academic field. This paper aims to review the current stage of English-Language gentrification studies about China. Using the case of China, the paper argues that gentrification can be generalized to a universally applied paradigm. However, the challenges of studying gentrification in any country are to transfer and adapt the broad paradigm that could capture the complexities of local conditions. Scholars studying gentrification in China have recognized the local and national differences that are specific to China and have worked out to establish their own theories. [ABSTRACT FROM AUTHOR]

China has experienced considerable economic growth following the economic reforms of 1978, while simultaneously facing dramatic increases in regional inequality. China is becoming a polarized society—a phenomenon that is at the heart of a multitude of serious problems that are threatening sustainable development, as well as social cohesion within the country. Among the key reasons for this polarization are the quality of and accessibility to basic education for children. Since the establishment of the law for nine-year compulsory education in 1986, children's education has progressed remarkably in most parts of China. It has, however, remained persistently problematic in the western provinces, particularly in remote regions, rural areas and minority communities. Even though some studies on child education in China have been carried out, very little existing research examines spatial inequality in children's schooling or accounts for the importance of sociocultural and geographic contexts. Using the example of Gansu, one of the poorest provinces in Western China, our research emphasizes the two main aspects that have led to high nonschooling rates for children: an unfavourable sociocultural milieu and inadequate educational resources. [ABSTRACT FROM AUTHOR]