73 Jingjing Lou is an assistant professor in the Department of Education and Youth Stud- ies, Beloit College, Wisconsin; louj@beloit.edu. Chinese Education and Society, vol. 44, no. 6, November–December 2011, pp. 73–86. © 2011 M.E. Sharpe, Inc. All rights reserved. ISSN 1061–1932/2011 $9.50 + 0.00. DOI 10.2753/CED1061-1932440605 5 JINGJING LOU Suzhi, Relevance, and the New Curriculum A Case Study of One Rural Middle School in Northwest China Abstract: There have been ongoing discussions about the most recent cur- riculum reform in China. The new curriculum aims at a more quality-oriented (suzhi) education and producing more well-rounded citizens to meet the chal- lenges of global competition. However, it is questioned how suzhi education is possible with entrance examination still being the sole sorting mechanism. A semester-long ethnography in a rural middle school in northwest China reveals how rural students face many challenges with the new curriculum. Based on interviews, analyses of textbooks, and observations of classroom teaching, the study examines how rural students question the relevance of their curriculum and further the meaning of formal schooling. In addition to the dichotomy between an exam-oriented and quality-oriented curriculum, students are also troubled by the dichotomy between general/academic edu- cation and relevant/practical education. The study raises concerns about the urban-centered curriculum and how the rural community’s absence in the picture has led to rural students’ increasing disengagement in schooling and even dropout. It also reveals how the substance of suzhi education and the new curriculum have further reduced rural students’ chance to move upward socially. The article concludes by pushing for discussions on how formal schooling can better serve rural children and youth.