Reframing Citizenship Education in Beijing: Competing Views and Strategies

Autor/in	Pan, Su-Yan
Titel	Reframing Citizenship Education in Beijing: Competing Views and Strategies
Quelle	In: Oxford Review of Education, 43 (2017) 6, S.643-658 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-4985
DOI	10.1080/03054985.2017.1295929
Schlagwörter	Foreign Countries; Citizenship Education; Educational Change; Curriculum Development; Teaching Methods; Comparative Analysis; Global Approach; Curriculum Design; Authoritarianism; Role of Education; Politics of Education; International Relations; China (Beijing) + Suchen Sie Ihr Suchwort? Ausland; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Bildungsreform; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Teaching method; Lehrmethode; Unterrichtsmethode; Globales Denken; Lehrplangestaltung; Autoritarismus; Bildungsauftrag; Educational policy; Bildungspolitik; Internationale Beziehungen
Abstract	This narrative documentary study depicts two approaches of citizenship education (CE) in Beijing over the past decade--change through curriculum development, versus change through the international exchange of ideals and practices. It reveals the varied interests of CE designers and the tensions arising from competing approaches to CE. Analysis unfolds three dimensions of CE in Beijing, i.e. CE as a civic mission advocated by Chinese scholars, as a diplomatic platform for local government to showcase the city's image building, and as an authoritarian agent serving to resist notions and terminologies associated with the state's political enemies. Reframing the citizenship discourses into these three dimensions allows us to order, conceptually, how we approach the function of CE in Beijing. The case of Beijing illuminates the methods, tensions, and likely future directions of CE in other Chinese polities, such as Hong Kong. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01