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It reports results from a longitudinal qualitative study in migrant settlements in Beijing using in-depth interviews with parents, teachers, and community activists and participant observations in schools and community settings. 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Data were collected from in-depth interviews with migrant parents, teachers, and community activists and participant observations in schools, community meetings, and other gatherings in the communities. Data were coded on themes related to place-based connection, attachment, and belonging and then analyzed.  \nFindings: Findings demonstrate that pedagogical practices can be developed to re-center the knowledge and experiences of Chinese migrant communities. This pedagogical work recognizesand reflects the undervalued and unrecognized knowledge of migrant communities while investigating the meaning of “place” for migrant children.  \nOriginality/Value: This is the first study putting special emphasis on the discussion of what“place” means for migrants and what knowledge is worthwhile for their children in China. A key contribution of this article is that it documents the challenges and benefits of creating a place-based curriculum and pedagogy for migrant children as they construct a sense of belonging.  \nCorresponding author:  \nMin Yu, Division of Teacher Education, College of Education, Wayne State University, 213 Education Building, 5425 Gullen Mall, Detroit, Michigan 48202, USA.  \n[Email: minyu@wayne.edu](Email: minyu@wayne.edu)  \nCreative Commons Non Commercial CC BY-NC: This article is distributed under the terms of the Creative  \nCommons Attribution-NonCommercial 4.0 License ([https://creativecommons.org/licenses/by-nc/4.0/](https://creativecommons.org/licenses/by-nc/4.0/)) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access page ([https://us.sagepub.com/en-us/nam/open-access-at-sage](https://us.sagepub.com/en-us/nam/open-access-at-sage)).  \nKeywords  \nBelonging, core/periphery structure, migrant children, pedagogy of place, place-based, rural–urban divide  \nDate received: 22 December 2022; revised: 13 May 2023; accepted: 18 August 2023  \nIntroduction  \nThe curriculum is not simply the content taught in schools; it reflects identities and experiences that are positioned in relation to different forms of socio-political power and ways of knowing (Apple, 2014; Schubert, 2009) . This article examines the curriculum and pedagogy of place for migrant children in China and advocates the recognition of migrant families’ and communities’ knowledge as necessary, relevant, and impactful curriculum. Educational scholars in the U.S. have argued for advancing community-based funds of knowledge, especially the cultural wealth of diverse communities of color, in curricula and pedagogy (Asher, 2007; González et al., 2005; He et al., 2015; Ladson-Billings, 1995; Yosso, 2005) . While a culturally relevant pedagogical framework is important, the emphasis on culture does not fully capture the hierarchy of China’s socio-geographical politics. East Asian educational scholars have advanced educational theories with an emphasis on place to address educational inequity in marginalized communities within East Asian contexts. What still needs to be further explored are the different ways in which the sense","cbCaieJSNeU4d7A1","https://ap.wps.com/l/cbCaieJSNeU4d7A1","pdf",445998,"English","# Introduction\n## Curriculum, identities, and socio-political power\n## Belonging, place, and links among home, school, and community\n# Study Focus: Place-Based Curriculum and Pedagogy\n## Challenges and rewards for migrant children\n## Place-based pedagogy in West and East Asian contexts","[{\"question\":\"What is the article’s main purpose for migrant children in China?\",\"answer\":\"To explore the challenges and rewards of creating a place-based curriculum and pedagogy and to clarify what “place” means for migrants and which knowledge is worthwhile for their children.\"},{\"question\":\"How was the study conducted?\",\"answer\":\"The article draws on a longitudinal qualitative study in Beijing migrant settlements, using in-depth interviews with migrant parents, teachers, and community activists and participant observations in schools and community gatherings.\"},{\"question\":\"What do the findings suggest about pedagogy and migrant communities’ knowledge?\",\"answer\":\"Pedagogical practices can be developed to re-center migrant communities’ knowledge and experiences, recognizing previously undervalued and unrecognized forms of knowledge while examining how children construct belonging.\"}]","The Pedagogy of Place in China’s Migrant Community - Article | PDF",1792092827,48]