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題名 Nurturing Chinese Nationalists: High-School Ideopolitical Education Textbook Narratives (1991-2019)
作者 Mok, Wing-Hung
貢獻者 Issues & Studies
關鍵詞 post-Tiananmen China; Chinese nation; Chinese nationalism; textbook narratives; high-school ideopolitical education
日期 2024-12
上傳時間 20-Feb-2025 09:04:40 (UTC+8)
摘要 Following the Tiananmen Incident, the Chinese government began to tighten its grip on education and turn increasingly to nationalism. Understanding the significant impact that education has on shaping lifelong ideology and behavior throughout adolescence, the Chinese government has strategically leveraged ideopolitical education, a highly politicized subject in high schools, to foster nationalism. This study attempts to address the critical knowledge gap concerning diachronic narratives in high-school ideopolitical education textbooks from the 1990s to the present. These narratives are categorized into five themes: (1) the Chinese nation; (2) the superiority of socialism; (3) the notoriety of capitalism; (4) the Century of Humiliation; and (5) the manipulation of and monopoly over common history. These themes potentially fuel nationalism through the two dynamics of “common history” and distinction between the self and other. This study thus sheds light on the Chinese government’s decades-long, consistent endeavor to instill nationalism through high-school ideopolitical education after the Tiananmen Incident.
關聯 Issues & Studies, Vol.60, No.4, 2450014 (32 pages)
資料類型 article
DOI https://doi.org/10.1142/S1013251124500140
dc.contributor Issues & Studies
dc.creator (作者) Mok, Wing-Hung
dc.date (日期) 2024-12
dc.date.accessioned 20-Feb-2025 09:04:40 (UTC+8)-
dc.date.available 20-Feb-2025 09:04:40 (UTC+8)-
dc.date.issued (上傳時間) 20-Feb-2025 09:04:40 (UTC+8)-
dc.identifier.uri (URI) https://nccur.lib.nccu.edu.tw/handle/140.119/155714-
dc.description.abstract (摘要) Following the Tiananmen Incident, the Chinese government began to tighten its grip on education and turn increasingly to nationalism. Understanding the significant impact that education has on shaping lifelong ideology and behavior throughout adolescence, the Chinese government has strategically leveraged ideopolitical education, a highly politicized subject in high schools, to foster nationalism. This study attempts to address the critical knowledge gap concerning diachronic narratives in high-school ideopolitical education textbooks from the 1990s to the present. These narratives are categorized into five themes: (1) the Chinese nation; (2) the superiority of socialism; (3) the notoriety of capitalism; (4) the Century of Humiliation; and (5) the manipulation of and monopoly over common history. These themes potentially fuel nationalism through the two dynamics of “common history” and distinction between the self and other. This study thus sheds light on the Chinese government’s decades-long, consistent endeavor to instill nationalism through high-school ideopolitical education after the Tiananmen Incident.
dc.format.extent 623070 bytes-
dc.format.mimetype application/pdf-
dc.relation (關聯) Issues & Studies, Vol.60, No.4, 2450014 (32 pages)
dc.subject (關鍵詞) post-Tiananmen China; Chinese nation; Chinese nationalism; textbook narratives; high-school ideopolitical education
dc.title (題名) Nurturing Chinese Nationalists: High-School Ideopolitical Education Textbook Narratives (1991-2019)
dc.type (資料類型) article
dc.identifier.doi (DOI) 10.1142/S1013251124500140
dc.doi.uri (DOI) https://doi.org/10.1142/S1013251124500140