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Abstract Since the “Two Mainlines” Policy was put into effect， an increasing number of migrant children in China have been allowed to enter urban public schools. What are their schooling experiences in these schools？ This study is a micro-ethnography based on the three-year longitudinal fieldwork in a Beijing public school. Through exploring the daily activities and routines in the everyday school life， this study found that there existed various hidden mechanisms embedded in the school entry procedures， classroom teaching as well as extracurricular activities， which deviated from the stated goals of educational equity. Such hidden curriculum reflected unequal structures and power relations in the wider society and served to exclude migrant children outside the regular school activities in the urban educational system.
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Received: 21 May 2019
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2019, Vol. 58 
