This paper introduces and summarizes the articles in this Special Issue of the Journal of Educational Change on “Identity Grafting: Teacher and School Development in Chinese School Systems.” (Lee, Managing Chineseness: Identity and ethnic management in Singapore, Palgrave Macmillan, London, 2017). It begins with Fengqiao Yan’s key thoughts and alternative views on the modernization of China’s academic system. Next, it surveys Fei Yan et al.’s study, which examines Beijing teachers’ and students’ responses toward the recent history textbook reforms in mainland China to instill the Core Socialist Values of the Chinese Communist Party. Third, it examines Wing On Lee and Ji Qi’s study, which maps the identity journeys of migrant Chinese communities in Beijing. Fourth, it summarizes Koon Lin Wong et al.’s study, which revisits the dilemma Hong Kong teachers face because of the obligation to implement the national education agenda. Fifth, it extends insights from Maxwell Ho and Daphnee Lee’s study of student behaviors in financial literacy education to understand the underpinning identity influences of the recent waves of student protests in Hong Kong. Sixth, the paper introduces Daphnee Lee’s study of the group dynamics of Singaporean Chinese teachers who engage in professional learning communities to achieve change, and the cultural identity processes that explain why some teams of teachers resist educational change, while other teams of teachers can come to embrace it. Copyright © 2021 Springer Nature B.V.
CitationLee, D. H. L. (2021). Identity grafting for educational change in Chinese school systems. Journal of Educational Change, 22(2), 147–156. doi: 10.1007/s10833-020-09402-2
- Chinese school systems
- Hong Kong
- Identity grafting