Springer The Relationship between Regime “Type” and Civic Education: The Cases of Three Chinese Societies (Governance and Citizenship in Asia)

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. From the Back Cover 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. About the Author 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.