ABSTRACT. With the development of urbanization in China, the demand for the education of migrant workers and their children is increasing, and their educational problems are becoming more significant and complex. The children of most rural migrant workers are now admitted by urban state schools. However, ‘admittance’ does not mean the realization of educational equality. In reality, these children often face difficulties of integration into schools, especially in terms of behavior, psychology and self-identity. From the perspective of Michel Foucault’s ‘power analysis’, we may conclude that social class gives the value of physical inequality and culture shock, and the difference in school treatment forms a new inequality in education process. The invisible difference between urban and rural areas inhibits the self-identity of migrant children. To address their educational development issues, we should further improve the educational environment, gradually expand the development space for migrant children and promote fairness in education and society. pp. 7–11

Keywords: migrant children; school integration; identity; Foucault; power analysis

doi:10.22381/KC7220191