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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