Advertisement

School Power and Democratic Citizenship Education in China

Experiences from Three Secondary Schools
  • Wangbei Ye
Chapter
  • 1k Downloads
Part of the Critical Issues in The Future of Learning and Teaching book series (CIFL)

Abstract

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.

Keywords

Curriculum Development Chinese Communist Party Citizenship Education Soft Power Education Bureau 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

REFERENCES

  1. Apple M (1990) Ideology and curriculum. Routledge, New YorkGoogle Scholar
  2. Apple M (1996) Cultural politics and education. Teachers College Press, New YorkGoogle Scholar
  3. Apple M, Benne J (eds) (1995) Democratic schools. ASCD, Alexandria, VAGoogle Scholar
  4. Blades DW (1998) Procedures of power & curriculum change: Foucault and the quest for possibilities in science education. Peter, Lang Publishing, New YorkGoogle Scholar
  5. Bogler R, Somech A (2004) Influence of teacher empowerment on teachers' organizational commitment, professional commitment and organizational citizenship behavior in schools. Teaching and Teacher Education 20(3):277–289CrossRefGoogle Scholar
  6. Booher DE, Innes JE (2002) Network power in collaborative planning. Journal of Planning Education and Research 21(3):221–236CrossRefGoogle Scholar
  7. Bowles S, Gintis H (1976) Schooling in capitalist America: Educational reform and the contradictions of economic life. Basic Books, New YorkGoogle Scholar
  8. Cartwright D (1965) Influence, leadership, control. In: March JG (ed) Handbook of organizations. Rand McNally, Chicago, pp 1–47Google Scholar
  9. Cheng HJ, Delany B (1999) Quality education and social stratification: The paradox of private schooling in China. Current Issues in Comparative Education 1(2):48–56Google Scholar
  10. Cheung YP (1994) Changes in the conception of moral education in China in the post Mao period. The University of Hong Kong, Hong KongGoogle Scholar
  11. Chinese Communist Party (1985) Zhong Gong Zhong Yang Guan Yu Jiao Yu Ti Zhi Gai Ge De Jue Ding [Committee of the Communist Party of China's decision on the reform of the educational structure]. Author, BeijingGoogle Scholar
  12. Cohen L, Manion L, Morrison K (2007) Research methods in education. RoutledgeFalmer, LondonGoogle Scholar
  13. Connell RW (1993) School and social justice. Our Schools/ Our Selves, TorontoGoogle Scholar
  14. Dahl RA (1957) The concept of power. Behavioral Science 2(July):201–218Google Scholar
  15. Dahrendorf R (1959) Class and class conflict in an industry society. Stanford University Press, Stanford, CAGoogle Scholar
  16. Davies E, Issit J (2005) Reflection on citizenship education in Australia, Canada and England. Comparative Education 41(4):389–410CrossRefGoogle Scholar
  17. Deng, Z.,& Luke, A. (2008). Subject matter: Defining and theorizing school subject. In F. M. Connelly, M. F. He & J. Phillion (Eds.), The Sage handbook of curriculum and instruction (pp.66-87J. Thousand Oaks, CA: Sage.Google Scholar
  18. Domes J (1990) Ideology and politics. In: Michael F, Linden C, Prybyla J, Domes J (eds) China and the crisis of Marxism-Leninism. Westview Press, Boulder, CO, pp 174–203Google Scholar
  19. Dugan, M. (2003). Integrative power: Beyond intractability. Retrieved March 15, 2007, from http://www.beyondintractability.org/essay/Power/
  20. Emerson, R. M. (1962, February). Power-dependence relations. American Sociology Review, 27(1), 3141.Google Scholar
  21. Foucault M (1979) Discipline and punish: The birth of the prison. Vintage, New YorkGoogle Scholar
  22. Foucault M (1982) The subject and power. In: Dreyfus HL, Rabinow P (eds) Michel Foucault: Beyond structuralism and hermeneutics, 2nd edn. The University of Chicago, Chicago, pp 208–226Google Scholar
  23. Freire P (2003) Pedagogy of the oppressed. Continuum, New YorkGoogle Scholar
  24. French JRP, Raven B (1959) The bases of social power. In: Cartwright D (ed) Studies in social power. University of Michigan Press, Ann Arbor, pp 150–167Google Scholar
  25. Gaziel H (2009) Teachers' empowerment and commitment at school-based and non school-based sites. In: Zajda J, Gamage DT (eds) Decentralisation, school-based management, and quality, vol 8. Springer Science + Business Media B. V, Heidelberg, London, New York, pp 217–229Google Scholar
  26. Giroux HA (1983) Theory and resistance in education: A pedagogy for the opposition. Bergin & Garvey, South Hadley, MAGoogle Scholar
  27. Giroux HA (2003) Public pedagogy and the politics of resistance: Notes on a critical theory of educational struggle. Educational Philosophy and Theory 35(1):5–16CrossRefGoogle Scholar
  28. Hayhoe R (1993) Political texts in Chinese universities before and after Tiananmen. Pacific Affairs 66(1):21–43CrossRefGoogle Scholar
  29. Held D (1992) Democracy: From city-state to a cosmopolitan order? Political Studies, XL(Special Issue), pp 10–39Google Scholar
  30. Hellrich G (1970) Some educational implication of Karl Marx's communism. Education Forum 34(4):471–478CrossRefGoogle Scholar
  31. Jary D, Jary J (eds) (1999) Dictionary of sociology, 2nd edn. Unwin Hyman, LondonGoogle Scholar
  32. Johnson L, Morris P (2010) Towards a framework for critical citizenship education. The Curriculum Journal 21(1):77–96CrossRefGoogle Scholar
  33. Karabel J, Halsey AH (1977) Educational research: A review and an interpretation. In: Karabel J, Halsey AH (eds) Power and ideology in education. Oxford University Press, New York, pp 1–85Google Scholar
  34. Keddie A (2008) Engaging the 'maximal' intentions of the citizenship curriculum: One teacher's story. Cambridge Journal of Education 38(2):171–185CrossRefGoogle Scholar
  35. Kliebard HM (1986) The struggle for the American curriculum, 1893—1958. Routledge & Kegan Paul, LondonGoogle Scholar
  36. Kliebard HM, Franklin B (1983) The course of study: History of curriculum. In: Best JH (ed) Historical inquiry in education: A research agenda. American Educational Research Association, Washington, DC, pp 138–157Google Scholar
  37. Law WW, Pan SY (2009) Game theory and educational policy: Private education legislation in China. International Journal of Educational Development 29(3):227–240CrossRefGoogle Scholar
  38. Leenders H, Veugelers W, Kat ED (2008) Teachers' views on citizenship education in secondary education in The Netherlands. Cambridge Journal of Education 38(2):155–170CrossRefGoogle Scholar
  39. Li P, Zhong M, Zhang H (2004) Deyu as moral education in modern China: Ideological functions and transformations. Journal of Moral Education 33(4):449–464CrossRefGoogle Scholar
  40. Lin J (1999) Social transformation and private education in China. Praeger Publisher, Westport, CTGoogle Scholar
  41. Masschelein J (2004) How to conceive of critical educational theory today? Journal of Philosophy of Education 38(3):351–367CrossRefGoogle Scholar
  42. Manzon M (2007) The necessary and the contingent: On the nature of academic fields of comparative education. Comparative Education Bulletin 9:5–22Google Scholar
  43. Ministry of Education (2001) Ji Chu Jiao Yu Ke Cheng Gai Ge Gang Yao (Shi Xing) [Guidelines for basic education curriculum reform (trial version)]. Author, BeijingGoogle Scholar
  44. Mitchell RC (2010) Who's afraid now? Reconstructing Canadian citizenship education through transdisciplinarity. The Review of Education, Pedagogy and Cultural Studies 32(1):37–65CrossRefGoogle Scholar
  45. Nieto S (2000) Placing equity front and center: Some thoughts on transforming teacher education for a new country. Journal of Teacher Education 61(3):180–187CrossRefGoogle Scholar
  46. Nye JS (2004) Soft power: The means to success in world politics. Public Affairs, New YorkGoogle Scholar
  47. Oakes J (1995) Keeping track: How schools structure inequality. Yale University Press, New Haven, CTGoogle Scholar
  48. Osler A, Starkey H (2010) Teachers and human rights education. Trentham Books, Stoke on Trent, UKGoogle Scholar
  49. Popkewitz T (1997) The production of reason and power: Curriculum history and intellectual traditions. Journal of Curriculum Studies 29(2):131–164CrossRefGoogle Scholar
  50. Ross H, Lin J (2006) Social capital formation through Chinese school communities. In: Fuller B, Hannum E (eds) Research in the sociology of education, vol 15. Emerald Group Publishing Limited, Bradford, UK, pp 43–69Google Scholar
  51. Schneewind A (2006) Community schools and the state in Ming China. Stanford University Press, Stanford, CAGoogle Scholar
  52. Sen A (1999) Democracy as a universal value. Journal of Democracy 10(3):3–17CrossRefGoogle Scholar
  53. Shor I, Freire P (1987) What is the "dialogical method" of teaching? Journal of Education 169(3):11–31Google Scholar
  54. Slattery P (ed) (2006) Curriculum development in the postmodern era, 2nd edn. Harper & Row Publishers, LondonGoogle Scholar
  55. Slattery P, Krasny K, O'Malley MP (2007) Hermeneutics, aesthetics, and the quest for answerability: A dialogue possibility for reconceptualizing the interpretive process in curriculum studies. Journal of Curriculum Studies 39(5):537–558CrossRefGoogle Scholar
  56. Spencer H (1860) Education: Intellectual, moral and physical. D. Appleton and Company, New YorkGoogle Scholar
  57. Terren E (2002) Post-modern attitudes: A challenge to democratic education. European Journal of Education 37(2):161–177CrossRefGoogle Scholar
  58. Torney-Purta J, Barber C (2004) Democratic school participation and civic attitudes among European adolescents: Analysis of data from the IEA Civic Education Study. Council of Europe, Strasbourg, FranceGoogle Scholar
  59. Williams AD (2009) The critical cultural cypher: Remarking Paulo Freire's cultural circles using hip hop culture. International Journal of Critical Pedagogy 2(1):1–29Google Scholar
  60. Woehrle LM (1992) Social constructions of power and empowerment: Thoughts from feminist approaches to peace research and peace-making. Syracuse University Press, Syracuse, NYGoogle Scholar
  61. Wu V, Short PM (1996) The relationship of empowerment to teacher job commitment and job satisfaction. Journal of Instructional Psychology 25(1):85–89Google Scholar
  62. Yoshiko N (2006) Riding tensions critically: Ideology, power/knowledge, and curriculum making. In: Weis L, McCarthy C, Dimitriadis G (eds) Ideology, curriculum, and the new sociology of education: Revisiting the work of Michael Apple. Routledge, New York, pp 69–89Google Scholar
  63. Young M (1971) Knowledge and control: New directions for the sociology of education. Collier Macmillan, LondonGoogle Scholar
  64. Zhu XM, Liu CL (2004) Teacher training for moral education in China. Journal of Moral Education 55(4):481–494Google Scholar

Copyright information

© Sense Publishers 2012

Authors and Affiliations

  • Wangbei Ye
    • 1
  1. 1.Department of PoliticsEast China Normal UniversityChina

Personalised recommendations