The Patriotic Education of China: Military Women's Social Stigma and Sexual Suffering in Revolution Era

Autor/in	Chou, Szu-Nuo
Titel	The Patriotic Education of China: Military Women's Social Stigma and Sexual Suffering in Revolution Era
Quelle	In: Review of Education, Pedagogy & Cultural Studies, 43 (2021) 2, S.85-102 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1071-4413
DOI	10.1080/10714413.2021.1911288
Schlagwörter	Foreign Countries; Military Personnel; Females; Social Bias; Social Change; Asian History; Political Issues; History Instruction; Curriculum; Teacher Role; Personal Narratives; Oral History; Experience; Instructional Materials; Feminism; Older Adults; Gender Bias; Violence; Taiwan + Suchen Sie Ihr Suchwort? Ausland; Weibliches Geschlecht; Sozialer Wandel; Politischer Faktor; History lessons; Geschichtsunterricht; Curricula; Lehrplan; Rahmenplan; Lehrerrolle; Erlebniserzählung; Oral tradition; Mündliche Überlieferung; Erfahrung; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Feminismus; Älterer Erwachsener; Geschlechterstereotyp; Gewalt
Abstract	The early twentieth century was a unique period of time in China's contemporary history. It has been marked as the beginning of China's modernization and liberalization. The circumstances and the long-term impacts of this political reform were certainly disputed. China's schooling materials mostly only indicate the bright side of the social changes. Other aspects of the sweeping social changes--such like the violence and political purges conducted among all communities in the process of Liberation War and Chinese Civil Wars (in 1927-1937, 1945-1949), the economic slump, the killing and massacres, the scattered families and the refugee crisis--are relatively unstudied. As a result, very little research has been conducted to investigate other sources of material for teaching history outside the frame of state-initiated models. To excavate ordinary people's perspectives missing from the current history curriculum, the author suggests that history educators at all levels should make an effort to include history participants' first-person accounts, oral histories, situated knowledge, and non-official records as the new teaching materials to better understand, and represent, the diverse historical "truth(s)" in education. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01