2023/02/24 by Dong Bae Lee, Qunyi Wang · 1 citation
Social Sciences · #Educator Training and Historical Pedagogy #Hong Kong and Taiwan Politics #Multilingual Education and Policy
paper · pdf · doi:10.1080/00220272.2023.2181672
crossref issued 2023/02/24 · crossref published 2023/02/24 · crossref published-online 2023/02/24 · openalex publication_date 2023/02/24 · crossref created 2023/02/24 · crossref published-print 2023/03/04 · crossref deposited 2023/04/19 · openalex created_date 2025/10/10 · crossref indexed 2026/07/30 · openalex updated_date 2026/07/30
This study applies CDA and story grammar analysis to investigate how Chinese language textbooks for primary schools foster Chinese national identity through their depiction of Chinese people struggling against foreign invaders. The analysis was conducted on 12 textbooks and the findings were based on stories featuring a range of ages, from children to soldiers and artists, who all displayed patriotic spirit and were willing to risk their lives for China. The textbooks also highlight China’s past humiliation, such as the Nanjing Massacre and the loss of territories such as Hong Kong, Macao, and Taiwan. The authors of those textbooks seek to encourage the students’ national identity by promoting a sense of patriotism, sacrifice, vigilance against foreign threats, affirmation for the leadership of the Chinese Communist Party (CCP), and putting the interests of the People’s Republic of China (PRC) ahead of personal interests. Additionally, students are expected to have a strong sense of territorial sovereignty, recognizing Hong Kong, Macao, and Taiwan as parts of China. However, the results also show that the portrayal of Chinese national identity is Han-centric, excluding ethnic minorities.