Examining the role of ideological and political education on university students' civic perceptions and civic participation in Mainland China: Some hints from contemporary citizenship theory. (August 2016)

• Record Type: Journal Article
• Authors: Zhang, Chong; Fagan, Catherine
• Is Part Of: Citizenship, social and economics education. Volume 15:Number 2(2016)
• Page Start: 117
• Page End: 142
• Publication Date: 2016-08
• Subjects: cultural citizenship -- citizenship education in China -- civic participation -- university students; Social sciences -- Study and teaching (Elementary) -- Periodicals; Economics -- Study and teaching (Elementary) -- Periodicals; Socialization -- Study and teaching (Elementary) -- Periodicals; Citizenship -- Study and teaching (Elementary) -- Periodicals; 372.83
• DOI: 10.1177/2047173416681170
• Languages: English
• ISSNs: 1478-8047

Abstract

A long existing compulsive curriculum of ideological and political education is employed by the Chinese government to promote citizenship education among Chinese university students. This article builds on the findings of a mixed-methods research that examined the role of ideological and political education on university students' civic perceptions and civic participation. The results showed little evidence of this curriculum having a clear effect on students' political participation such as voting, as well as their idealized broad civic participation, but did reveal relatively positive effects on students' civic intention and civic expression. In addition, it also identified its significant role in organizing students towards attending party-related activities. It shows that ideological and political education is insufficient to achieve specified aims of citizenship education among Chinese university students. We then argue that it results from a mechanistic understanding of citizenship and participation in educational policies and structural barriers to young people's formal participation. Hence, this article argues that the forms and contents of citizenship education in China need to be reconsidered beyond the limits of the current ideological and political education and that the analyses contributed to an argument for a broader approach to citizenship education to be developed and adopted.