Citizenship and Education in China: Contexts, Perspectives, and Understandings

Social-Educational Factors of Children’s Citizenship Education in Basic School: the Context of Lithuania

“…The model of citizenship education shows a strong correlation r = 0.7 (p < 0.001) between the factors child's trust in the school staff and participation in school self-government, between the factors child's relationship with community events and participation in school self-government r = 0.69 (p < 0.001); between the factors child's relationship with community events and child's interest in news r = 0.66 (p < 0.001), between the factors child's interest in news and participation in school self-government r = 0.63 (p < 0.001); an average correlation between the factors child's relationship with community events and teachers' respect for the child's opinion r = 0.56 (p < 0.001). Strong correlations between child's trust in the school staff and participation in school self-government, between child's relationship with community events and participation in school self-government reveal a slightly different relationship between the factors of citizenship education than was discovered after analyzing the statements of Davison (2000), Chawla & Heft (2002), Horwath et al (2012), Lansdown et al (2014), Lim (2015, Reichert & Torney-Purta (2018), Chia & Zhao (2020), Wolhuter et al (2020), Sant et al (2022). The 1 RMSEA -Root Mean Square Error of Approximation (RMSEA).…”

“…Using the suggestions of Schugurensky & Myers (2008) for twenty-first century citizenship education, it was decided to analyze the citizenship of basic school students according to one dimension: from passive student to active student. This dimension predicts a movement from uncivil behavior towards citizenship, therefore, the factors identified by researchers (Davison, 2000;Chawla & Heft, 2002;Horwath et al, 2012;Lansdown et al, 2014;Lim, 2015;Reichert & Torney-Purta, 2018;Chia & Zhao, 2020;Wolhuter, et al, 2020;Sant et al, 2022) can be used to reveal the change:…”

“…Cleovoulou (2021), bringing to the fore the most common questions teachers have about what citizenship education is, why to teach it and how to teach it, explained the perspectives of citizenship education in primary school in order to strengthen civic awareness and a sense of responsible and active citizenship. The attention of researchers is drawn to the role of the school in developing citizenship values in individual countries, e.g., England (Moorse, 2019), China (Chia & Zhao, 2020), South Africa (Wolhuter, Janmaat, van der Walt, & Potgieter, 2020), the Netherlands (Duarte, 2021); a team of authors from different countries (Sant et al, 2022), using case studies from schools in Catalonia, Colombia, England, and Pakistan, inspires the discussion whether citizenship education manifests different conditions of emancipatory education. Generation Z is said to believe in diversity, social justice, and the ability to change the world.…”

“…, Horwath et al (2012),Lansdown et al (2014),Lim (2015),Reichert & Torney-Purta (2018),Chia & Zhao (2020),Wolhuter et al (2020),Sant et al (2022): adults' respect for the child's opinion is a middle factor intervening between the factors child's trust in the school staff, relationship with community events, child's interest in news and child's participation in school selfgovernment. In the extracted factor structure, adults' respect for the child's opinion does not have a dominant place emphasized byDavison (2000),Chawla & Heft (2002),Horwath et al (2012),Lansdown et al (2014), Lim (2015), Reichert & Torney-Purta (2018),Chia & Zhao (2020),Wolhuter et al (2020),Sant et al (…”

Beyond the state’s reach? Education and citizen making in China

“…The first discourse comes from the heritage of traditional Chinese culture, which has a long history and rich ideas on cultivating students’ humanity, morality and civic roles in China (Kennedy et al , 2014). Chia and Zhao (2023) argued that the modern construct of citizenship has been integrated with the ultimate objective of becoming fully human ( zuoren 做人) according to the traditional Chinese understanding of education. In recent years, attention has been devoted to the Confucian idea of education and its implications for citizenship and citizenship education.…”