Does History Education Promote Nationalism in China? A ‘Limited Effect’ Explanation
Bibliographic Data
| ID | 12422287 |
|---|---|
| Authors | Licheng Qian (0000-0002-9204-8567, University of Virginia), Bin Xu (0000-0002-0947-2237, Emory University), Dingding Chen (0000-0002-3446-2591, Jinan University, corresponding author) |
| Year | 2016 |
| Volume | 26 |
| Issue | 104 |
| Pages | 199-212 |
| Publication date | 2016-09-27 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Contemporary China (JOURNAL) |
| Journal identifiers | ISSN: 1067-0564 • E-ISSN: 1469-9400 |
| Publisher | Routledge (PUBLISHER • GB) |
| DOI | 10.1080/10670564.2016.1223103 |
| OpenAlex | W2523926851 |
| Language | EN |
| Citations received | 19 |
Most studies of Chinese nationalism are based on an unstated and unexamined assumption that history education in Chinese schools can effectively instill the official memory of the anti-Japanese war into students. This article tests this assumption through a multi-method study based on a survey, a textual analysis and qualitative interviews with high school students and teachers. The findings show that history education (including both in-class and extracurricular forms) has limited effects on nationalism among Chinese high school students. The in-class textbook education is largely ineffective in forging nationalistic sentiments among students, whereas some extracurricular activities, such as visiting the ‘patriotic education bases’, have limited effects. The limited effects can be explained by four factors: (1) changes in the content and form of the new history textbooks; (2) the students’ and teachers’ actual uses of the textbooks; (3) the students’ cognitive and emotional agency in receiving history education; and (4) alternative information sources such as the media and family memory. This study contributes to the understanding of Chinese nationalism and historical memory by emphasizing the complexity involved in receiving official narratives
Agency (philosophy · China · Class (philosophy · Epistemology · History of China · Literature · Mathematics education · Narrative · Nationalism · Pedagogy · Political science · Politics · Social science · Sociology · China's Ethnic Minorities and Relations · Educator Training and Historical Pedagogy · Gender Studies · Law · Psychology
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South Korea’s intangible cultural heritage claims and China’s ontological security
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Revisiting Chinese citizenship education
Dialectics of convergence and divergence
Attitude Decay, Event Salience, and Emotional Reversal
Nurturing Chinese Nationalists
From Waning to Resurgence
Historical knowledge and national identity
Youth military training in China
Shaping personal worldviews when neo-liberalism meets Confucianism and patriotism
How do the Chinese Gaokao tests narrate the history of other countries? A textual analysis of “the other” in official representations of history
Authoritarian Persuasion at Home and Abroad
Debating national identity in postcolonial cities
Museum text translation in the Chinese context
| Citations per year | 2.38 |
|---|---|
| Citation span | 2018 - 2026 (9) |
| Highly cited | No |