The battle of ideas and discourses before democratic transition: Different democratic conceptions in authoritarian China

Lü, Jie; Shi, Tianjian

doi:10.1177/0192512114551304

Cited by 75 publications

(60 citation statements)

References 28 publications

(16 reference statements)

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“…Previous research on participatory democracy does pay sufficient attention to the distinct nature of political education with varying experiences of political participation (Pateman, 1970;Verba et al, 1993b;Lu & Shi, 2015;Syal, 2012); however, the opposite consequence appears because there is no impact of political education on political participation with β = 0.029, t = 1.088, p = 0.277, and f 2 = 0.001. Neither relation nor impact between political education and political participation, due to reasons facing this new phenomenon will be discussed as follows.…”

Section: University Educationmentioning

confidence: 96%

“…As a socialist republic democratic country, the PRC claims the people take part in politics initiative, especially for the youths. Evidence indicates that citizens in people's democratic countries have a low level of political participation (Lu & Shi, 2015; T. Shi, 1997). The level of political participation gradually decreased year by year (N. Fang, 2011); even the students illustrated the tendency of political apathy (Xing, 2008;H.…”

Section: Introductionmentioning

confidence: 99%

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Influential Factors on Political Participation of Public University Undergraduates in Hebei Province, China

Yang¹,

Xia²,

Ahmad³

et al. 2018

JPL

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In recent decades, political participation amongst young people has attracted much academic research in established democracies. However, as an understudied area in China especially in Hebei province, political participation of public university undergraduates is in low level. Thus, this article concerns the political participation of public university undergraduates in Hebei province of China. The objective of this article is to identify the influential factors and determine the principal influential factor to students' political participation in the public university of Hebei province. Therefore, 1990 respondents were selected based on the cluster sampling method, the main statistical method for evaluation of research hypotheses is by the PLS-SEM. Findings of this study indicate that political education has neither effect nor relation to political participation, whereas university identity, experience, major integrated undertake directly function on political participation. Moreover, political competence is the most important for students' political participation in the public universities of Hebei province, China. Political value cognitive ability is the most important competence which influences the level of political participation among all involved factors in influencing students' political participation in Hebei public universities according to the results of Importance-Performance Map Analysis (IPMA) and Structural Equation Modeling (SEM). Additionally, the author suggested that in order to improve students' participatory level, enhancing capability of students is a necessary way.

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Section: University Educationmentioning

confidence: 96%

Section: Introductionmentioning

confidence: 99%

Influential Factors on Political Participation of Public University Undergraduates in Hebei Province, China

Yang¹,

Xia²,

Ahmad³

et al. 2018

JPL

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show abstract

“…The analysis controls for the effects of gender, education, age, and party membership, as they have frequently been addressed in the studies of Chinese public opinion (see, e.g., Ren, ; Lu and Shi, ; Tang, , ). Particularly, gender is measured in a binary variable in which being male is 0 and being female is 1.…”

Section: The Propaganda Effect Of Informal Education Facilities: a Spmentioning

confidence: 99%

Are Informal Education Facilities Effective Means for Generating Political Support? A Spatial Analysis*

2019

Social Science Quarterly

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Objective Informal education based on public facilities, such as museums and memorials, is an important propaganda practice in authoritarian countries. However, the empirical research on this area is underdeveloped and relies on small and potentially biased samples. Method This study collects unique spatial opinion data of over 300 such informal education facilities in China merged with original survey data and conducts a systematic evaluation of this form of propaganda. Result The statistical results challenge the conventional expectation that more exposure to the informal education facilities would improve the citizens' support of and obedience to the government. Conclusion The findings reveal a backfire effect of informal education facilities in that more exposure to them reduces both citizens' political support and obedience.

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“…For Holbig and Shuher (2016) "it has been challenging the West's prerogative of interpretation of political order." Lu and Shi (2014) have studied the meaning of democracy (minzhu, 民主) in China by means of a large-scale survey in the country. For the respondents, democracy has very little to do with the "Western" definition of democracy (e.g., multiparty systems or free elections) but relates to the performance of governance: Can the government ensure a stable environment for social, economic and political development and growing prosperity?…”

Section: Problematising Democracy Interculturallymentioning

confidence: 99%

Interculturality in a different light: Modesty towards democracy in education?

Li¹,

Dervin²

2018

ICE

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This article problematizes interculturality in relation to how the notion of democracy is constructed, especially in education. Discourses of democracy have become more central in "interculturalspeak" (a somewhat uncritical approach to intercultural matters), especially after the mass arrival of asylum seekers and the spread of terrorism around the world. The authors challenge the often Western-centric considerations of the Other's democracy, through a close reading of a Chinese textbook. China seems to represent the Other par excellence when democracy is discussed. The article does not decide "subjectively" which country is better than others at "doing" democracy, especially in education. Neither do the authors wish to accuse anyone of "doing" it wrongly. What is demonstrated is that the topic of "democracy" is indeed found in China's secondary school textbooks. The following questions are asked: Which topics are covered? How is democracy problematized explicitly/implicitly? What potential similarities are to be found with the "Western" understanding of democracy? This rare insight into discourses of democracy (the changing self; relations between self-other; citizenship, rights, duties in the textbooks) from China proposes to rethink how we see self-other in intercultural terms, to develop more intercultural modesty and to learn with each other rather than against or merely from the other.

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The battle of ideas and discourses before democratic transition: Different democratic conceptions in authoritarian China

Cited by 75 publications

References 28 publications

Influential Factors on Political Participation of Public University Undergraduates in Hebei Province, China

Influential Factors on Political Participation of Public University Undergraduates in Hebei Province, China

Are Informal Education Facilities Effective Means for Generating Political Support? A Spatial Analysis*

Interculturality in a different light: Modesty towards democracy in education?

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