Chinese civic education being globalised

Abstract

Purpose The purpose of this paper is to compare the curriculum developments of civic education in three emerging Chinese societies: China and two Special Administrative Regions of Hong Kong and Macao, which are increasingly under the impacts of globalisation in this information world. Design/methodology/approach The analytical method is used and the following are identified: active and global civic education-related learning units and key themes and main contents in official curriculum guidelines and updated textbooks related to civic education. Findings A major finding is that elements of both active and global citizenship, such as participation in the community and understanding about the world and thus forming multiple identities, can be found alongside their emphasis on enhancing national citizenship. Thus, ideas of global citizenship and multiple levels of citizenship from local, national to global start to develop in these three Chinese societies. Social implications The implications of such findings of both active and global citizenship, as well as multiple identities, found in these three Chinese societies could be huge for informing civic literature and sociological point of views, in particular, pointing to the next generations receiving a broadened and transcended notion of multiple levels of citizenship, apart from local and national citizenship. Originality/value The significance of this paper is that it argues that ideas of active citizenship in terms of community participation and global citizenship have been found in China, Hong Kong and Macao civic education curriculum and textbooks because of the expectations placed on students to compete in a globalized world, though national citizenship and patriotic concerns have been primary concerns. Globalisation makes the world society by impacting on these three Chinese societies for active and global citizenship, though they still retain their particular curricular focusses.

Do the conditions in Chinese secondary school education imply a need for global citizenship education? An exploration of six secondary schools in Jiangsu

“…In addition to the inconsistency between curriculum documents and research related to GCE, there is empirical evidence from schools indicating an unexplored gap of GCE-related practices. Although Shi et al (2019) claim that it was less common for GCE-related goals and contents to be implemented with an immersion approach in schools in mainland China, meaning that GCE was not addressed as extensively in other formal subjects as it was in Hong Kong schools, secondary schools in mainland China rely heavily on outsourcing resources for the immersion approach (Hong 2019). This strategy of using outsourcing resources is shown through some activities implemented in parallel to the authorised subject of Moral Education in participating schools, fortified by various NGOs, foreign institutions and grassroots groups.…”

Analyzing the Integration Interpretation of Civics and Family Poetry Culture in University Language Programs Based on Deep Learning Models

“…The public foundation course of college language in higher vocational colleges and universities integrates instrumentality and humanity and undertakes the important mission of cultivating morality and educating people [1][2]. In the development period of digital transformation of education, under the pattern of casting a firm sense of community in the Chinese nation, teachers of university language courses should play a good role in the main position of classroom teaching, scientifically and effectively carrying out the reform of course ideology and politics teaching to build an innovative course ideology and politics teaching paradigm, and fully excavate and integrate the course ideology and politics and the essence and essence of the Chinese outstanding traditional culture, so as to make it synergistic and compatible in the teaching of university language courses and to walk together in the same direction [3][4][5]. The creation of poetry in university language is not something that the general public can easily do.…”

The Incorporation of Citizenship Competency in EFL Learning Materials for Senior High School Students

“…In recent times, several researchers have shown a great deal of interest in observing curricula and programs initiated for citizenship competency (Reynolds, MacQueen, & Ferguson-Patrick, 2019;Shi, Chong, & Li, 2019;Göğebakan-Yildiz, 2018;Díaz, 2017; European Commission/EACEA/Eurydice, 2017; Larsen & Searle, 2017;Aktas, Pitts, Richards, & Silova, 2016). For example, a systematic textual analysis was intended to explore how global citizenship was mentioned in three primary school curriculum areas in Australia: English, mathematics, science, the arts, humanities and social sciences (HASS), English, and science.…”

“…Learning materials are varied in form; textbooks are one of them. Shi (2019) found that the dimensions of citizenship competency that are generally included in civic education textbooks for three emerging Chinese societies -China, Hongkong, and Macaoare knowledge of local cultural characteristics, global context, values, and attitudes needed to be a good citizen. However, citizenship is taught as a separate subject.…”