Confucius, Mao and modernization: social studies education in the People's Republic of China

Fouts, Jeffrey T.; Chan, Jack C. K.

doi:10.1080/0022027950270504

Cited by 16 publications

(11 citation statements)

References 8 publications

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“…However, modernization and globalization started shaping the Chinese social system in the 1980s with social reforms seen in Chinese economic, political, and educational systems (Fouts and Chan 1995;Gilboy and Read 2008;Yoshino 2006). It is undeniable that Chinese society has had more capitalistic development in recent years, which in turn influences Chinese culture.…”

Section: The Variations Of Chinese Culturementioning

confidence: 97%

“…Moral education, focusing on the values of Marxism and Socialism, became a part of Chinese school curricula (Fouts and Chan 1995;Maosen 1990) and textbooks (Ashmore 2002;Straka and Bost 1989) after the revolution. Chinese children are required to take political courses from elementary school through college.…”

Section: The Variations Of Chinese Culturementioning

confidence: 99%

“…This suggested that Chinese traditional culture was powerful and influential in society. Studies after the mid-1990s showed growing evidence denoting changes in the socialization process for Chinese children (Chen et al 1996;Fouts and Chan 1995;Helig et al 2003;Wang et al 2007). For example, Helig et al (2003) examined Chinese children's decision making in peer, family and school contexts, and found that the presence of some Western values (i.e., concepts of rights, individual autonomy and democratic norms) were salient aspects of Chinese children's social reasoning and practices.…”

Section: Introductionmentioning

confidence: 97%

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Imparting Cultural Values to Chinese Children Through Literature

Zhang

Morrison

2010

IJEC

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Based on the occurrence of modernization and globalization in Chinese society over the last few decades, the content of 145 stories, published in the most popular Chinese children's story magazine from the 1980s to the present, were examined for the representation of cultural values. The presence of Chinese, Western and social-moral values in stories were assessed using checklists. The ANOVAs analyses compared cultural values found in the fiction and folklore stories published in each of the three decades reviewed. The presence of Western cultural values steadily increased over the past 20 years. Some Chinese traditional values (e.g., selfcontrol) were consistently reflected in stories across all decades, while a few traditional values occurred less frequently, and Western values were introduced. Fiction stories reflected more Western cultural values, but fewer Chinese traditional values than folklore stories. The findings suggest that Western culture has an impacted on Chinese children's stories. However, the continuity of Chinese traditional culture appears to be as strong as ever within the Chinese children's stories reviewed.Résumé Compte tenu de la modernisation et de la mondialisation qu'a connues la société chinoise au cours des dernières décennies, le contenu de 145 histoires, publiées des années 1980 jusqu'à maintenant dans les magazines d'histoires pour enfants les plus populaires de Chine, a été examiné sous l'angle de la représentation des valeurs culturelles. Des listes de contrôle ont permis d'évaluer la présence de valeurs sociales et morales chinoises et occidentales. Les valeurs culturelles trouvées dans les histoires de fiction et de folklore publiées à chacune des trois décennies observées ont été comparées au moyen d'analyses de variance (ANOVA). La présence de valeurs occidentales a augmenté constamment au cours des 20 dernières années. Certaines valeurs traditionnelles chinoises (par exemple, le contrôle de soi) apparaissent constamment alors que quelques autres se manifestent moins et que des valeurs occidentales sont introduites. Les histoires de fiction reflètent davantage de valeurs occidentales et moins de valeurs traditionnelles chinoises que les histoires folkloriques. Les résultats suggèrent que la culture occidentale a eu un impact sur les histoires chinoises pour enfants. Néanmoins, la continuité de la culture traditionnelle chinoise semble toujours aussi forte dans les histoires chinoises pour enfants analysées.Resumen Basado en las ocurrencias situaciones de modernización y globalización en la sociedad de China en las últimas décadas, el contenido de 145 historias, publicada en la revista de historia de los niños más popular en China desde los años ochenta hasta el presente, fueron examinados por en sus valores culturales. La presencia China, los valores Occidentales y la moral social en las historias fueron evaluados por una lista. Los análisis del ANOVA compararon los valores culturales encontrados en las historias de ficción y las historias folclóricas publicadas en cada una d...

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Section: The Variations Of Chinese Culturementioning

confidence: 97%

Section: The Variations Of Chinese Culturementioning

confidence: 99%

Section: Introductionmentioning

confidence: 97%

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Imparting Cultural Values to Chinese Children Through Literature

Zhang

Morrison

2010

IJEC

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show abstract

“…The foregoing discussion has demonstrated that, despite the opposition of Dewey and Mao, traditional Fouts and Chan (1995) maintained that "elements of Mao's ideas were inculcated into the educational system" (p. 527). The authors also pointed out that Mao's aim of universal education remains relevant and that political education remains in the curriculum, alongside moral education.…”

Section: Who Is In Control?mentioning

confidence: 99%

“…In a few years, "education was brought back to the highest point before the Cultural Revolution, [and] exceeded far beyond" (Xu, 1992, p. 35). According to Fouts and Chan (1995), "the system began to resemble once again the Confucian model" (p. 527).…”

Section: Education Under Dengmentioning

confidence: 99%