Nationalism, National Identity, Elites and Democratization in Russia and China

He, Baogang; Guo, Yingjie

doi:10.4324/9781315205472-6

Cited by 4 publications

(6 citation statements)

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“…These are derived from the aforementioned perspectives of national identity. These are similar to He and Guo’s (2000) findings related to a sense of ethnic belonging, a feeling of national pride and attachment to the nation. These components can evolve and interplay in people’s perceptions of national identity in a specific national context.…”

Section: National Identitysupporting

confidence: 88%

“…This identity refers to an ethnocultural orientation: a civic or territorial national identity, which includes all who live in the territories of the People’s Republic of China as Chinese citizens; and a genealogical identity based on common descent from the Yellow Emperor (approx. 2704 BC) which emphasises Chinese history and Chinese, in particular Confucian, culture (He and Guo, 2000). Quebeckers, a “distinct society” of Canada, having a dual identity of local/regional and national levels, have emerged within a single nation-state as citizens of Canada vis-à-vis a pan-Canadian identity promoted in the society (Fletcher, 1998; Guibernau, 2006).…”

Section: Re-education Into Chinese National Identity In Hong Kongmentioning

confidence: 99%

“…It is an expression of a way of life. Sustaining such an identity can unite a nation by race, common culture, equal civic rights and shared political ideology (He and Guo, 2000). Hence, examining students’ perceptions of national identity is particularly important for policy makers to understand youths’ development of citizenship and to consider policy improvements in order to unite society and plan for future development.…”

Section: Introductionmentioning

confidence: 99%

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Changing Hong Kong university students’ national identity through studying abroad

Cheng¹,

Szeto²

2019

AEDS

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Purpose The purpose of this paper is to explore whether there are any effects on Hong Kong university students’ national identity after short-term study abroad. If so, what sources of influence from the short-term study abroad programme contribute to the students’ change in national identity? Design/methodology/approach Using the case study approach, 85 students completed a questionnaire, and a small group of 12 students were invited to individual interviews for further investigation. Findings Results show that the students’ perceptions of national identity are multiple and complicated through the lens of four components of national identity. The responses of students’ perceptions of change in identity were pointed to three statements: “feeling prouder of being Chinese”, “Hongkongers are very different from mainland Chinese” and “no change in my views of national identity”. The influences of study abroad experiences on national identity varied, dependent on the students’ interaction with the local and non-local people, and reflection on their own identity, whether on the cultural or political differences or on national achievements. Research limitations/implications The findings of this study can inform educators and administrators to enhance profound short-term study abroad experience for the students. The limitation of this case study is that it is concerned with understanding how small numbers of students construct meaning from their individual experience. It is recommended that studies with larger sampling sizes be conducted to investigate students’ perceptions of their national identity before and after studying abroad. Originality/value Considering the increasing number of Hong Kong youths who have participated in these short-term study-abroad programmes in higher education, the findings of this study are significant in terms of awakening the students’ taken-for-granted national identity, if any. The programme serves as a means of triggering the students’ feelings and emotions regarding their identity in different national, social and cultural contexts. This can inform policy makers, educational administrators and teachers to formulate an appropriate national education curriculum for the youth.

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Section: National Identitysupporting

confidence: 88%

Section: Re-education Into Chinese National Identity In Hong Kongmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Changing Hong Kong university students’ national identity through studying abroad

Cheng¹,

Szeto²

2019

AEDS

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“…As the most dynamic and mobilizing ideology today, nationalism has multiple connotations. It usually includes a sense of belonging, honor, and close connection to the nation ([ 43 ]:1). In the existing literature, the theory of nationalism emphasizes at least three aspects; first, nationalism is composed of a series of identities based on historical symbols.…”

Section: Literature Review: Chinese Nationalism In a Global Disastermentioning

confidence: 99%

Many Nationalisms, One Disaster: Categories, Attitudes and Evolution of Chinese Nationalism on Social Media during the COVID -19 Pandemic

Wang

Tao

2021

J OF CHIN POLIT SCI

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Previous research has shown the increase of Chinese nationalism in some international events. However, it is unclear how a specific event fosters the rise of a particular type of nationalism, and how these different categories of nationalism relate to globalism. Given that, this study collected the most popular comments on 164 international COVID-19 events on Weibo to categorize different types of nationalism and measure the popularity index. The distribution of nationalism-categories across different topics was later estimated through semantic analysis, so as to explore how nationalism implies netizens’ anti-globalization and pro-globalization sentiments. Specifically, the study categorized two different expressions of nationalism during the COVID-19 pandemic in China: a counterattack posture to external threats that is reflected as the Suppression of Ambivalent Attitudes , or a comparative response to global competition that serves as a stimulate to the Feeling of National Superiority . While the first expression is aligned with anti-globalization feelings, the second nationalistic sentiment stems from a sense of national superiority, which does not pose a threat to globalization. Our research revealed that a political global crisis not only influences the rise of nationalism but also its evolution.

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“…Civic education often aims at cultivating people’s knowledge about the nation state and instilling a sense of national identity and loyalty to nation. This can make civic education contentious as nation is an emotional unit (Anderson, 1991; He and Guo, 2000; Yuen and Byram, 2007). Promoting emotional tie, unlike that of teaching of knowledge, is necessarily subjective and may not even be agreeable to everyone, particularly as the extreme form of it were found in modern history to be affiliated to totalitarian regimes and jingoism.…”

Section: Literature Reviewmentioning

confidence: 99%

Civic education stuck in a quagmire: A critical review of civic education in Hong Kong?

Yuen

2016

Citizenship, Social and Economics Education

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Civic education is considered as a way to nurture good citizens who work to develop the polity. However, in real politics, education often mirrors instead of shaping the political development. Reviewing civic education of Hong Kong from a historical development perspective, this article explains that civic education has for long been used a tool of governance by the political regimes. This was true not only during the days of colonial rule but is also that after the reversion of sovereignty in 1997. Manipulating civic education as a tool of governance can have far-reaching consequence. In the case of Hong Kong's civic education, the problems due to neglect, deliberate suppression, and twisting around in different historical phases created the problem for the future. Hong Kong's civic education is now stuck in a quagmire, and preparing young people to face the sociopolitical challenges becomes increasingly difficult. Finally, this article makes suggestions for reforming civic education in Hong Kong. To conduct this study, a mixed methodology was adopted which comprised both literature review and qualitative interviews with civic education teachers and teachers of the subject Liberal Studies. Selective discourses of the teachers are reported to inform the understanding of the discussion.

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Nationalism, National Identity, Elites and Democratization in Russia and China

Cited by 4 publications

References 0 publications

Changing Hong Kong university students’ national identity through studying abroad

Changing Hong Kong university students’ national identity through studying abroad

Many Nationalisms, One Disaster: Categories, Attitudes and Evolution of Chinese Nationalism on Social Media during the COVID -19 Pandemic

Civic education stuck in a quagmire: A critical review of civic education in Hong Kong?

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