| |
|
|
|
|
|
|
|
|
1. |
Record Nr. |
UNINA9910502998403321 |
|
|
Autore |
Li Hui <1968 September 28-> |
|
|
Titolo |
The Relationship between Regime “Type” and Civic Education : The Cases of Three Chinese Societies / / by Hui Li |
|
|
|
|
|
|
|
Pubbl/distr/stampa |
|
|
Singapore : , : Springer Nature Singapore : , : Imprint : Springer, , 2021 |
|
|
|
|
|
|
|
ISBN |
|
|
|
|
|
|
|
|
Edizione |
[1st ed. 2021.] |
|
|
|
|
|
Descrizione fisica |
|
1 online resource (154 pages) |
|
|
|
|
|
|
Collana |
|
Governance and Citizenship in Asia, , 2365-6263 |
|
|
|
|
|
|
Disciplina |
|
|
|
|
|
|
Soggetti |
|
Education and state |
Education - Curricula |
International education |
Comparative education |
Educational Policy and Politics |
Curriculum Studies |
International and Comparative Education |
|
|
|
|
|
|
|
|
Lingua di pubblicazione |
|
|
|
|
|
|
Formato |
Materiale a stampa |
|
|
|
|
|
Livello bibliografico |
Monografia |
|
|
|
|
|
Nota di contenuto |
|
Chapter 1 Introduction -- Chapter 2 Regime “Type” and Civic Education: Theoretical Perspectives -- Chapter 3 Civic Education in an Authoritarian Regime: The Case of Mainland China -- Chapter 4 Civic Education in a Hybrid Regime: The Case of Hong Kong -- Chapter 5 Civic Education in Democracy: The Case of Taiwan -- Chapter 6 Cross-cases Analysis on Regime “Type”, ‘Good Citizen’ and Civic Education -- Chapter 7 Key Factor for Impact of Regime “Type” on Patterns of Civic Education: Regime Capacity -- Chapter 8 Discussion and Conclusion. |
|
|
|
|
|
|
|
|
Sommario/riassunto |
|
Using comparative qualitative methodology, this book examines three Chinese societies, Taiwan, Hong Kong, and Mainland China, as specific cases of democratic, hybrid and authoritarian regimes, presenting the theoretical underpinnings of civic education in contexts other than liberal democracy. It highlights on the concept of ‘good citizens’ in these three regime contexts and explores how these concepts are reflected in civic education and perceived by students in the three societies. The book focuses on three levels of comparison to ensure |
|
|
|
|
|
|
|
|
|
|
that all relevant issues can be identified: Level 1: regime “type”; Level 2: curriculum and policy formulations; Level 3: students’ personal experiences. These three levels are linked with each other and form a continuous process of civic education implementation in Taiwan, Hong Kong, and Mainland China. |
|
|
|
|
|
| |