The Relationship between Regime “Type” and Civic Education: The Cases of Three Chinese Societies

Series Editor’s Foreword
Preface
Contents
Abbreviations
List of Tables
1 Introduction
References
2 Regime “Type” and Civic Education: Theoretical Perspectives
Concepts of Regime “Type”, Civic Education and the “Good Citizen”
Three Regime Types
Concepts of Civic Education
Concept of “Good Citizen” in Chinese and Western Contexts
Literature Review on Civic Education Across Country Cases
Large-Scale Studies
Cross Regional and Cultural Cases Studies
Within-Region and Cultural Cases Studies
Case Studies Across Regimes
Theoretical Issues of the Relationship Between Regime “Type” and Civic Education
Theoretical Framework Proposed by This Book
Summary
References
3 Authoritarian, Hybrid, and Democratic Regimes in Mainland China, Hong Kong, and Taiwan
Mainland China’s Regime: Self-contradictory Authoritarianism
Regime Transitional Period (1978–1993)
Authoritarian Regime Consolidation Period (1993–2003)
Authoritarian Regime Development Period (2003 to Present)
Hong Kong’s Hybrid Regime: Debate Between Democracy and Authoritarianism
Regime Transition Period (1980s–1997)
Democratic Development Supported
Limitations for Democratic Development
Hybrid Regime Consolidation Period (1997 to Present)
Limitations for Democratic Development
Struggle for Democracy
Taiwan’s Democratic Regime: Multiparty Competition
Authoritarian Regime Period (1949–1987)
Democratic Transition Period (1987–2000)
Democratic Consolidation Period (2000 to Present)
Summary
References
4 The “Good Citizen” and Civic Education in an Authoritarian Regime: The Case of Mainland China
The “Good Citizen” as Expected by China’s Authoritarian Regime
The Re-emergence of Citizen and “Good Citizen” in Mainland China
The “Good Citizen” Defined by China’s Authoritarian Regime: A Patriotic, Moral and Market-Oriented Citizen
Politicized and Obligatory Patriotism
Moralization of Interpersonal Relationships
Market-Orientated Psychological Quality
The “Good Citizen” Reflected in Chinese Civic Education
Individual and State: Ideological Patriotism
Moralization of Interpersonal Relationships
A Healthy Psychological Quality
Students’ Perceptions of Being a “Good Citizen” Under China’s Authoritarian Regime
What Is Meant by “Citizen?”
Three Different Definitions of “Citizen”
“Citizen” Differing from the “People” and “Nationals”
What Does It Mean to Be a “Good Citizen?”
Patriotism Is the First Principle, but Love for the Country Does not Mean Love for the Party, Socialism, and Government
Morality Is Considered as the Most Important Approach in Dealing with Relationships
A Powerful Psychological Quality for Adjusting to All Difficulties
Where Do Chinese Students Get the Conceptions of “Citizen” and “Good Citizen?”
Summary
References
5 The “Good Citizen” and Civic Education in a Hybrid Political Regime: The Case of Hong Kong
The “Good Citizen” as Desired by Hong Kong’s Hybrid Regime
The Democratic Camp’s “Good Citizen” and Civic Education
The Pro-China Camp’s “Good Citizen” and National and Moral Education
The “Good Citizen” Reflected in Hong Kong’s Civics Curriculum
Social, Communal Identity Versus National Identity
Moralization of Interpersonal Relationships Versus Obeying the Law
The Quality Related to Participation Versus Self-improvement
Hong Kong Students’ Perceptions of the “Good Citizen”
The Meaning of “Citizen?”
What Does It Mean to Be a “Good Citizen”?
Dual Citizenship Identity: Chinese Identity and Hong Kong Identity
Accepting Legal and Moral Obligations
Limited and Rational Civic Participation
Where Do Hong Kong Students Get Their Conception of the “Good Citizen”?
Summary
References
6 The “Good Citizen” and Civic Education in a Democratic Regime: The Case of Taiwan
The “Good Citizen” as Required by Taiwan’s Democratic Regime
Authoritarian Regime Period: “Pride of Being Chinese”
Democratic Transitional Period: “New Taiwanese”
Democratic Consolidation Period: Dual Concept of Citizenship
The “Good Citizen” as Reflected in the Taiwanese Civics Curriculum
Brief Overview of Civics Curriculum in Taiwan at the Junior High School Level
China-Centered Civics Curriculum Under the Authoritarian Regime
Taiwan-Centered Civics Curriculum in the Democratic Transition Period
Integrated Civics Curriculum in the Democratic Consolidation Period
The “Good Citizen” Reflected in Taiwan’s Current Civics Curriculum
Taiwan’s Identity and Community Concern Are First Emphasized
Effective Political Participation and Obeying the Law
Moral Education and Civic Virtues
Students’ Perceptions of Being a “Good Citizen”
What Is Meant by “Citizen”?
What Does It Mean to Be a “Good Citizen”?
Morality is the First Principle for Being a “Good Citizen”
Good Democratic Knowledge, Low Political Participation
Pride of Being Taiwanese and Deep Sense of Belonging to Taiwan
Where Do Students Get Their Conception of Citizen and “Good Citizen”?
Summary
References
7 Cross Case Analysis of Regime “Type” and Their Capacity to Create Their Required “Good Citizen”
Different Regime “Types” Require Different Kinds of “Good Citizens” and Extent of Control Varies with the Regime “Type”
Three Kinds of “Good Citizen” Required by the Authoritarian, Hybrid and Democratic Regimes
The Relationship Between Regime “Type” and Regime Capacity: Theories of the State
Different Regime “Types” Lead to Different Kinds of Civic Education Programs but Their Effectiveness Depends on the Capacity of the State
Three Kinds of Civic Education Developed by the Authoritarian, Hybrid, and Democratic Regimes
Three Different Regime Capacities to Develop Civic Education Programs
Student Perceptions of Being a “Good Citizen” Depends on the Extent of Control Varies with Regime “Type”
Summary
References
8 Conclusions and Implications
Conclusions of the Book
Implications of the Book
Theoretical Implications
Practical Implications
The Way Forward for the Development of Civic Education
Teachers’ Civic Teaching
Students’ Civic Learning
Limitations of the Book
Sample Sizes of Students for Interview
Literature Review About Regime Theory as Data Sources
Range of Societies Studied
Future Directions
Conclusion
References
Appendix: Methodology
Research Questions
Data Collection
Data Analysis
Ethical Issues
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