Shuqin Xu
Biographic Data
| ID | 3701287 |
|---|---|
| NAME | Shuqin Xu |
| GIVEN NAMES | Shuqin |
| FAMILY NAME | Xu |
| SIGNATURE | XU S |
| AFFILIATIONS | Sun Yat-sen University |
| ORCID | 0000-0003-1648-9042 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 11 |
| AUTHOR COUNT | 11 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
Mothers, social media and agenda-setting for high-stakes student assessment policy in Shenzhen, China
Making bricks without straw? Chinese vocational teachers’ responses towards in-service professional standards
Groupwork and collaborative learning: Chinese university students’ struggles and strategies
University students’ collaborative learning, particularly groupwork, has been more often investigated in Western settings than in countries that have borrowed this Western pedagogy. This qualitative study re-examines Chinese university students’ groupwork responses regarding their expectations, attitudes, perceptions, and behaviors. Their responses, the findings revealed, could be conceptualized as strategic navigation resulting from students, as…
Junior-secondary Chinese history curricula in Hong Kong and mainland China: Two patterns of approach hybridization
This study explores how Hong Kong’s latest Chinese history curriculum hybridizes Romantic and Enlightened approaches and how that hybridization converges with/diverges from mainland China’s, given the two societies’ increased integration in the People’s Republic of China. Data were drawn from Hong Kong’s and mainland China’s latest junior-secondary Chinese history curricula policies and textbooks and Hong Kong’s earlier curriculum. Despite approa…
One country, two narratives’ of China as a nation: Comparing Chinese history education in mainland China and Hong Kong
This study explores the narration of China as a nation in history education in two regions – mainland China and Hong Kong – that share cultural roots but different socio-political contexts. Inductive analysis of data from junior-secondary Chinese history textbooks used in the regions in the late 2010s revealed that whereas mainland China's textbooks constructed China as a nation by stressing its constitutive territory and ethnic inclusiveness, Ho…
Hybridization of curriculum integration and high-stakes testing: Chinese teachers’ experiences and struggles in handling competing institutional logics
Chinese University Student Volunteering for Schools in Distant Locations
University students are a key source of volunteers, and their volunteering reasons are an academic concern. Adopting a push-pull perspective, this study explores why China’s university students participated in long-term volunteer teaching in distant, unfamiliar locations. Data were drawn mainly from documents and interviews with 20 university students participating in year-long volunteer teaching in distant schools. Findings reveal that students’…
Statement of Removal: The legitimization of textbook reform: Strategies and challenges in China
This study employs textbooks and legitimacy theories to examine the complexity of legitimizing China’s textbook reform, planned since 2012, for three ideologically-laden subjects (Chinese language, History, and Morality and Law). Specifically, it explores why, to whom, and how China’s Ministry of Education legitimized this textbook reform, which conflicted with previous textbook policy and official knowledge but echoed changes of governance durin…
Middle leaders’ triple logics for leading school-organized extra-curriculum activities: Evidence from Shanghai’s junior secondary schools
With reference to the heads of departments of moral education (HDMEs) in Shanghai’s junior secondary schools, this paper explores middle leaders’ logics for leading school-organized extra-curricular activities (SEAs). This qualitative study, guided by Woulfin’s lived logic framework, found that the interviewed HDMEs actively reinterpreted the institutional logics with three logics—expressive, instrumental, and hierarchical—by manipulating policy …
Ideology and politics in junior-secondary Chinese history textbooks: Comparing two versions published in the 21 st century
Guided with an integrated theoretical framework of textbook and ideology, this study compares two versions of Chinese history textbooks published by one publisher in two different publication systems which were enacted immediately before and soon after President Xi Jinping’s 2012 ascendancy. Critical discourse analysis shows that, despite seeking to balance differ groups’ histories, sharing a desire of consolidating the Communist Party of China’s…
Cultivating national identity with traditional culture: China's experiences and paradoxes
Constructing national identity with collective memory based on traditional culture has long been a policy and research concern. China’s recent revival of its traditional culture, previously denounced by the Communist Party of China (CPC), has caused diverse academic concerns. Yet few studies have addressed how the CPC-led state interacts with domestic actors in cultivating students’ national identity with a previously denounced culture, and what …
Cultivating national identity with traditional culture: China's experiences and paradoxes
Constructing national identity with collective memory based on traditional culture has long been a policy and research concern. China’s recent revival of its traditional culture, previously denounced by the Communist Party of China (CPC), has caused diverse academic concerns. Yet few studies have addressed how the CPC-led state interacts with domestic actors in cultivating students’ national identity with a previously denounced culture, and what …
Hybridization of curriculum integration and high-stakes testing: Chinese teachers’ experiences and struggles in handling competing institutional logics
Ideology and politics in junior-secondary Chinese history textbooks: Comparing two versions published in the 21 st century
Guided with an integrated theoretical framework of textbook and ideology, this study compares two versions of Chinese history textbooks published by one publisher in two different publication systems which were enacted immediately before and soon after President Xi Jinping’s 2012 ascendancy. Critical discourse analysis shows that, despite seeking to balance differ groups’ histories, sharing a desire of consolidating the Communist Party of China’s…
Cultivating national identity with traditional culture: China's experiences and paradoxes
Constructing national identity with collective memory based on traditional culture has long been a policy and research concern. China’s recent revival of its traditional culture, previously denounced by the Communist Party of China (CPC), has caused diverse academic concerns. Yet few studies have addressed how the CPC-led state interacts with domestic actors in cultivating students’ national identity with a previously denounced culture, and what …
Ideology and politics in junior-secondary Chinese history textbooks: Comparing two versions published in the 21 st century
Guided with an integrated theoretical framework of textbook and ideology, this study compares two versions of Chinese history textbooks published by one publisher in two different publication systems which were enacted immediately before and soon after President Xi Jinping’s 2012 ascendancy. Critical discourse analysis shows that, despite seeking to balance differ groups’ histories, sharing a desire of consolidating the Communist Party of China’s…
Middle leaders’ triple logics for leading school-organized extra-curriculum activities: Evidence from Shanghai’s junior secondary schools
With reference to the heads of departments of moral education (HDMEs) in Shanghai’s junior secondary schools, this paper explores middle leaders’ logics for leading school-organized extra-curricular activities (SEAs). This qualitative study, guided by Woulfin’s lived logic framework, found that the interviewed HDMEs actively reinterpreted the institutional logics with three logics—expressive, instrumental, and hierarchical—by manipulating policy …
Statement of Removal: The legitimization of textbook reform: Strategies and challenges in China
This study employs textbooks and legitimacy theories to examine the complexity of legitimizing China’s textbook reform, planned since 2012, for three ideologically-laden subjects (Chinese language, History, and Morality and Law). Specifically, it explores why, to whom, and how China’s Ministry of Education legitimized this textbook reform, which conflicted with previous textbook policy and official knowledge but echoed changes of governance durin…
Hybridization of curriculum integration and high-stakes testing: Chinese teachers’ experiences and struggles in handling competing institutional logics
Chinese University Student Volunteering for Schools in Distant Locations
University students are a key source of volunteers, and their volunteering reasons are an academic concern. Adopting a push-pull perspective, this study explores why China’s university students participated in long-term volunteer teaching in distant, unfamiliar locations. Data were drawn mainly from documents and interviews with 20 university students participating in year-long volunteer teaching in distant schools. Findings reveal that students’…
Groupwork and collaborative learning: Chinese university students’ struggles and strategies
University students’ collaborative learning, particularly groupwork, has been more often investigated in Western settings than in countries that have borrowed this Western pedagogy. This qualitative study re-examines Chinese university students’ groupwork responses regarding their expectations, attitudes, perceptions, and behaviors. Their responses, the findings revealed, could be conceptualized as strategic navigation resulting from students, as…
Junior-secondary Chinese history curricula in Hong Kong and mainland China: Two patterns of approach hybridization
This study explores how Hong Kong’s latest Chinese history curriculum hybridizes Romantic and Enlightened approaches and how that hybridization converges with/diverges from mainland China’s, given the two societies’ increased integration in the People’s Republic of China. Data were drawn from Hong Kong’s and mainland China’s latest junior-secondary Chinese history curricula policies and textbooks and Hong Kong’s earlier curriculum. Despite approa…
One country, two narratives’ of China as a nation: Comparing Chinese history education in mainland China and Hong Kong
This study explores the narration of China as a nation in history education in two regions – mainland China and Hong Kong – that share cultural roots but different socio-political contexts. Inductive analysis of data from junior-secondary Chinese history textbooks used in the regions in the late 2010s revealed that whereas mainland China's textbooks constructed China as a nation by stressing its constitutive territory and ethnic inclusiveness, Ho…
Mothers, social media and agenda-setting for high-stakes student assessment policy in Shenzhen, China
Making bricks without straw? Chinese vocational teachers’ responses towards in-service professional standards
Sociology (8 works) · Political science (7 works) · China (6 works) · Educator Training and Historical Pedagogy (6 works) · Pedagogy (6 works) · Politics (5 works) · Psychology (5 works) · Global Education and Multiculturalism (4 works) · Public relations (4 works) · Curriculum (3 works)