Understanding national identity education: a comparative case study of two schools in Mainland China and Scotland

Rao, Shuqi (2020) Understanding national identity education: a comparative case study of two schools in Mainland China and Scotland. PhD thesis, University of Glasgow.

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Abstract

Situated in the context of globalisation, this study examines the tensions between the search for national consciousness and a new call for global citizenship. The overarching aim is to explore how senses of national identity and global identity are advanced through school education. Specifically, this study explores three research questions: 1. How are senses of national identity and global identity promoted through the intended curriculum in primary schools in Mainland China and Scotland? 2. How are senses of national identity and global identity promoted through the implemented curriculum in primary schools in Mainland China and Scotland? 3. How are senses of national identity and global identity experienced and understood through the attained curriculum in primary schools in Mainland China and Scotland?

This study adopts a comparative case study to compare two primary schools located in Changchun, China and Glasgow, Scotland. Research methods employed include document analysis of curriculum standards and textbooks, semi-structured interviews with policy experts and teachers, non-participation observations of school environment and activities, and focus groups with students. Thematic analysis is adopted as a generic approach to organise and interpret the data.

The findings suggest that both schools are dedicated to multiple citizenship education to advance learners’ identifications of different communities. In the case school in Mainland China, greater emphasis is placed on Chinese identity education; global identity education is regarded as simultaneously conducive and threatening to Chinese identity education. In the case school in Scotland, more attention is attached to global identity education, which is not only compatible with, but also conducive to Scottish identity education. According to the analytical framework exploring the relationship between national identity education and global identity education, the Chinese and Scottish case schools are respectively categorised as Inclusive National and Inclusive Global. These categories reflect the ways in which national-global interactions are shaped by their wider contexts: the need for national cohesion and social harmony is urgent in Mainland China, while adapting to an increasingly heterogeneous society is of more concern to Scotland.

Item Type: Thesis (PhD)
Qualification Level: Doctoral
Keywords: national identity education, global citizenship education, globalisation, Mainland China, Scotland.
Subjects: L Education > L Education (General)
L Education > LB Theory and practice of education
Colleges/Schools: College of Social Sciences > School of Education
Funder's Name: China Scholarship Council
Supervisor's Name: Schweisfurth, Professor Michele and Dunkley, Dr. Ria
Date of Award: 2020
Depositing User: Miss Shuqi Rao
Unique ID: glathesis:2020-81806
Copyright: Copyright of this thesis is held by the author.
Date Deposited: 18 Nov 2020 16:18
Last Modified: 10 Dec 2020 10:52
URI: http://theses.gla.ac.uk/id/eprint/81806

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