Confucian education, cultural responsibility, and Chinese identity

Why do Chinese immigrant parents engage their children in learning Confucian classics

Bibliographic Data

ID4525033
AuthorsCanglong Wang (0000-0002-2836-3079, Chinese Studies, University of Hull, Hull, UK, corresponding author), Kejie Huang (0000-0003-3722-9979, Guangzhou Academy of Social Sciences, Guangzhou, China)
Year2023
Volume27
Issue6
Pages692-711
Publication date2023-08-18
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueCitizenship Studies (JOURNAL)
Journal identifiersISSN: 1362-1025 • E-ISSN: 1469-3593
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/13621025.2023.2287825
OpenAlexW4389393974
LanguageEN
Citations received1
References cited64

This study takes an empirical approach to explore Chinese immigrants’ engagement in Confucian classics-reading (dujing) education and its implications for the relationship between Confucianism and citizen-making in a cross-cultural context. It offers two main findings. First, the theory of classics-reading education involves a pedagogical universalism that suggests a cultural hierarchy and is associated with the image of Confucian cosmopolitan citizens. These elements generate a sense of cultural responsibility among Chinese immigrant parents and encourage them to become involved in classics-reading education. Second, examining these parents’ motivations for participating in classics-reading education reveals two orientations: the linguistic and the moral, both of which empower them to take action to engage their children in studying Confucian classics, and which shape their awareness of ethnic identity. These findings contribute to our understanding of how Confucianism is combined with citizen-making in terms of globalization

Aesthetics · Immigration · Linguistics · Pedagogy · Political science · Politics · Sociology · Universalism · China's Ethnic Minorities and Relations · Gender Studies · Global Education and Multiculturalism · History · Hong Kong and Taiwan Politics · Law · Philosophy · Psychology

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