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El. knyga: Power and Moral Education in China: Three Examples of School-Based Curriculum Development

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Chinese moral education reform in the last three decades represents the most significant decentralization of decision-making power since the foundation of Peoples Republic of China in 1949. On one hand, it shows how de-politicized Chinas moral education curriculum has become following the introduction of Chinas Open-door policy and economic reforms and the resultant social transformations. On the other hand, it reveals persistent problems in moral education caused by political stresses and tight state control. To explain these tensions, Power and Moral Education in China analyzes the characteristics of power relationships in school moral education curriculum goal-setting, content and pedagogy selection, and implementation. The ultimate purpose is to identify not only what factors impact Chinese moral education curriculum decision-making at the school level, but also how and why. Through a multiple case study conducted during 2008 in three schools in Shenzhen City, and based on four major data collection instruments (observation, interview, questionnaire, and document review), Wangbei Ye analyzes how power relationships have evolved in school moral education, and how and why school power affects school moral education. Contrary to the common belief that Chinese schools are passively impacted by external forces in moral education curriculum development, this book suggests that school power is a semi-emancipatory relationship that acts as a major force shaping moral education. This means that although both the Chinese Communist Party and the state are positioned to control schools and moral education, schools nonetheless have the power to either negotiate for more influence, or partly emancipate themselves by collaborating with other external forces, responding to grass-root needs, empowering school teachers and adjusting internal school management style. This helps to explain the influence of Chinese schools in moral education and suggests a broader theory of power relationships in curriculum.

Recenzijos

An important book, not only for scholars of moral and citizenship education, but for anyone interested in Chinese education today, and particularly those engaged in comparative and international studies. In this very readable account, Dr. Ye explores the dynamics of politics, power, and social change in the work of teachers and schools. Through three engaging school-based case studies, she considers the opportunities and tensions faced by those trying to bring about curriculum change in moral education, an area of the curriculum which remains highly politicised and of key importance to the Chinese state. This topical and accessible research deserves a wide readership. -- Aubrey Osler, University of Leeds and Buskerud and Vestfold University College As Chinas economy is progressively opened to the West, so too its scholars have started to reveal how the social system, little by little, responds to the authoritarian control of the Chinese Communist Party. What is revealed in these pages by no means amounts to a revolution or even a mild challenge to the CCP.  Yet there is a glimpse of the way professionals in schools are able to negotiate aspects of moral education that suits their particular needs and indeed their constituencies. For some schools there is straightforward conformity to CCP policies, but for others there are detours and side streets that provide space for new ideas and indeed directions that suit local needs and respond to local pressures. The case studies reported here are illuminating for what they show us about school level decision making as well as macro conditions in twenty-first century China. The book is an important window on a part of the world that is assuming increasing importance for everyone. -- Kerry John Kennedy, Hong Kong Institute of Education

List of Figures vii
List of Tables ix
Abbreviations xi
1 Introduction 1(6)
2 Power and Curriculum: Western Perspectives 7(20)
3 Power and Curriculum in China: The Case of School-Based Moral Education 27(24)
4 Example One: State-led Power Decentralization 51(20)
5 Example Two: School-led Power Sharing 71(16)
6 Example Three: Market-led Power Redistribution 87(18)
7 Toward an Understanding of Powers as a Semi-emancipatory Relationship: Comparison and Discussion 105(32)
Appendix I: Methodological Considerations 137(18)
Appendix II: Questions and Exercises Section in Human and Nature in School B 155(2)
Appendix III: School-based Moral Education Integration in Chinese Subject in School B 157(2)
Appendix IV: Interviewee Code List 159(2)
Bibliography 161(16)
Index 177(2)
About the Author 179
Wangbei Ye is lecturer of the Moral-political Education section in the Department of Political Science at East China Normal University.
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