School power and democratic citizenship education in China: Experiences from three Secondary Schools

Wangbei Ye

Jump to Content

School power and democratic citizenship education in China

Experiences from three Secondary Schools

于Politics, Participation & Power Relations

著者：

Wangbei Ye

Wangbei Ye Lecturer Department of Politics East China Normal University

Search for other papers by Wangbei Ye in
Current site
Google Scholar
PubMed

类型:: 章节

Page Range:: 9–34

Purchase instant access (PDF download and unlimited online access):

€42.00€35.00 excl. VAT

Add to Cart

找回访问令牌

Numerous critical studies on citizenship have demonstrated that schools and teachers make a significant contribution to democracy. However, due to the Chinese Communist Party’s (CCP) tight political control and the Chinese governments’ deep involvement in citizenship education, the ways in which Chinese schools and teachers affect democratic citizenship education are underresearched. With reference to school-based curriculum development (SBCD, initiated in 2001), this chapter investigates the impact of Chinese schools and teachers on citizenship education, with particular attention to their influence in the three stages of SBCD: goal setting, content and pedagogy selection, and implementation. Data were drawn from studies in three secondary schools (Grades 7–9), 90 questionnaires completed by teachers and 23 individual interviews with government administrators, university experts, school principals and teachers from February to December, 2008. The findings indicate that Chinese school practices are congruent with critical pedagogy studies underscoring the emancipatory potential of schools and teachers: Schools can advance democratic citizenship education by de-politicising CCP-dominated citizenship education, decentralising curriculum decisions in order to take power from governments, and democratising school culture to better meet the needs of Chinese civil society. These practices do not, however, eliminate the CCP’s and state’s politically-motivated values, centralised control and non-democratic education management style in general. Therefore, this study suggests school power in China can best be understood by viewing the concept of school power as a semi-emancipatory relationship.

引用信息

Save
Cite
Email this content

Share Link

Copy this link, or click below to email it to a friend
Email this content
or copy the link directly:

https://brill.edhh.ma/abstract/book/9789460917431/BP000003.xml
The link was not copied. Your current browser may not support copying via this button.

Link copied successfully

折叠
展开
回到页面顶端

Politics, Participation & Power Relations

Transdisciplinary Approaches to Critical Citizenship in the Classroom and Community

丛编： Critical Issues in the Future of Learning and Teaching, 卷： 4

Cover Politics, Participation & Power Relations

ISBN:: 9789460917431

出版社:: Brill

印刷出版日期:: 01 Jan 2012

Subjects
- Education
  - Educational Theory

统计数据

	全部期间	过去一年	过去30天
摘要浏览次数	68	29	6
全文浏览次数	1	0	0
PDF下载次数	6	1	0

African Studies	Education	Media Studies
American Studies	History	Middle East and Islamic Studies
Ancient Near East and Egypt	Human Rights and Humanitarian Law	Musicology
Art History	International Law	Philosophy
Asian Studies	International Relations	Religious Studies
Biblical Studies	Jewish Studies	Slavic and Eurasian Studies
Biology	Languages and Linguistics	Social Sciences
Book History and Cartography	Life Sciences	Theology and World Christianity
Classical Studies	Literature and Cultural Studies

Subjects

AppBar-Authors 2025

AppBar-Open Access 2025

AppBar-Product Information 2025

AppBar-Company 2025

AppBar-Contact 2025

School power and democratic citizenship education in China

Experiences from three Secondary Schools

引用信息

Share Link

Politics, Participation & Power Relations

Transdisciplinary Approaches to Critical Citizenship in the Classroom and Community

目录

统计数据

统计数据