The Relationship between Regime “Type” and Civic Education

1. Front Matter

   Pages i-xv

   PDF

2. Introduction

   • Hui Li

   Pages 1-8

3. Regime “Type” and Civic Education: Theoretical Perspectives

   • Hui Li

   Pages 9-31

4. Authoritarian, Hybrid, and Democratic Regimes in Mainland China, Hong Kong, and Taiwan

   • Hui Li

   Pages 33-54

5. The “Good Citizen” and Civic Education in an Authoritarian Regime: The Case of Mainland China

   • Hui Li

   Pages 55-73

6. The “Good Citizen” and Civic Education in a Hybrid Political Regime: The Case of Hong Kong

   • Hui Li

   Pages 75-94

7. The “Good Citizen” and Civic Education in a Democratic Regime: The Case of Taiwan

   • Hui Li

   Pages 95-111

8. Cross Case Analysis of Regime “Type” and Their Capacity to Create Their Required “Good Citizen”

   • Hui Li

   Pages 113-125

9. Conclusions and Implications

   • Hui Li

   Pages 127-136

10. Back Matter

    Pages 137-144

    PDF

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.

• Regime Type
• Civic Education
• Relationship
• Chinese Societies
• Good Citizen
• Democracy
• Hybrid Regime
• Authoritarian Regime
• Resistance
• State Capacity

• School of Education, Guangzhou University, Guangzhou, China

  Hui Li

Hui Li is an Assistant Professor at the School of Education at Guangzhou University, China. She holds a Ph.D. from the Education University of Hong Kong, and a Master’s from Beijing Normal University. Her research interests relate to civic learning, civic teaching, and national identity education. Hui Li has participated in various research projects over the past 7 years  (relationship between national education and Mandarin subjects, and students’ perception of citizenship in Taiwan, Hong Kong, and Mainland China), including a number of international projects, such as Project of 2017 Chinese Ministry of Education’s Humanities and Social Sciences Research: “A study on the integration of national education into Mandarin subject in Hong Kong”, ERI-Net 2015 Research project on teachers’ education Responses to Globalization and Regionalization.

Below are the journal articles exemplifying her expertise in citizenship education: The changes in Hong Kong students’ perceptions of the “good citizen”: Implications for implementing civic education curriculum (2020), Educational Studies; Chinese students’ perceptions of the ‘good citizen’: Obedience to an authoritarian regime (2018), Citizenship Teaching & Learning; Chinese Teachers’ Perceptions of a ‘Good Citizen’: Personally Responsible Citizen (2017), Journal of Moral Education; Chinese Teachers’ Perceptions of a Good Citizen: Implications for Implementing Civic Education Curriculum (2016), Citizenship Teaching and Learning.

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