Portrayal of the national identity in Chinese language textbooks.

Autor/inn/en	I, Dong bae; Wang, Qunyi
Titel	Portrayal of the national identity in Chinese language textbooks.
Quelle	In: Journal of curriculum studies, 55 (2023) 2, S. 187-202Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben S. 201-202
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1366-5839
DOI	10.1080/00220272.2023.2181672
Schlagwörter	China; Grundschule; Schulbuch; Politische Einstellung; Minderheit; Grundschule; Schulbuch; Politische Einstellung; Minderheit; China
Abstract	This study applies CDA and story grammar analysis to investigate how Chinese language textbooks for primary schools foster Chinese national identity through their depiction of Chinese people struggling against foreign invaders. The analysis was conducted on 12 textbooks and the findings were based on stories featuring a range of ages, from children to soldiers and artists, who all displayed patriotic spirit and were willing to risk their lives for China. The textbooks also highlight China's past humiliation, such as the Nanjing Massacre and the loss of territories such as Hong Kong, Macao, and Taiwan. The authors of those textbooks seek to encourage the students' national identity by promoting a sense of patriotism, sacrifice, vigilance against foreign threats, affirmation for the leadership of the Chinese Communist Party (CCP), and putting the interests of the People's Republic of China (PRC) ahead of personal interests. Additionally, students are expected to have a strong sense of territorial sovereignty, recognizing Hong Kong, Macao, and Taiwan as parts of China. However, the results also show that the portrayal of Chinese national identity is Han-centric, excluding ethnic minorities.
Erfasst von	Leibniz-Institut für Bildungsmedien \| Georg-Eckert-Institut (GEI), Braunschweig
Update	2023/1