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Providing authentic insights into the "China model" of citizenship education, this book draws on lived experiences to offer an exploration into the professional lives of Chinese moral-political education teachers between 1978 and 2018.
Rooted in Confucian philosophical and ethical frameworks shared across Asian countries, the study employs a distinctive theoretical framework of state legitimation to examine how teachers perceive and enact moral-political education in their daily practice. Using qualitative research methods, the chapters amplify the voices of educators who serve as agents of the Chinese state in educative legitimation, revealing rich, nuanced details of their lived experiences.
Becoming and Being a Moral-Political Education Teacher covers curriculum and instruction, government policies and regulations, educational reforms, formal teacher education, and the realities of classroom practice in contemporary Chinese secondary schools.
This novel volume will be essential reading for scholars, educators and researchers in the fields of comparative education, philosophy of education, moral and civic education as well as teacher education.
List of contents
1. Introduction 2. Being a Moral-Political Education Teacher in the Policy Discourse: The Chinese State's Portrayal 3. Becoming a Moral-Political Education Teacher in the Reform Era: Professional Socialization from Pre-Service to In-Service 4. Practicing as a Moral-Political Education Teacher in Secondary School: Adaptation and Multiple Roles 5. Teaching as a Moral-Political Education Teacher in the Classroom: Instructional Consistency and Customization 6. Conclusion
About the author
Huaxin Yang holds a doctorate in the sociology of education from the Education University of Hong Kong. She completed formal teacher training at East China Normal University and served as a secondary school teacher of moral-political education before working as a lecturer at Guangxi Minzu University, China.
