Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.818805
Title: Understanding national identity education : a comparative case study of two schools in Mainland China and Scotland
Author: Rao, Shuqi
ISNI:       0000 0004 9356 076X
Awarding Body: University of Glasgow
Current Institution: University of Glasgow
Date of Award: 2020
Availability of Full Text:
Access from EThOS:
Access from Institution:
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.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.818805  DOI: Not available
Keywords: L Education (General) ; LB Theory and practice of education
Share: