Media representations of China’s inclusive education: A corpus-assisted critical discourse analysis

Yating YU, Gaoqiang LU, Kuen Fung Kenneth SIN, Zhiying YU

Research output: Contribution to journalArticlespeer-review

Abstract

The Chinese government aspires for inclusive education to serve as an exemplary model in addressing educational inequity issues and establishing a responsible global image as a major power. Nevertheless, there has been limited focus on China’s news media coverage concerning its inclusive education initiatives aimed at international audiences. To bridge this gap, this study employed a corpus-assisted critical discourse analytic approach to examine China’s self-image in relation to its inclusive education endeavours. Seventy-three English-language news articles from the official channel were retrieved for meticulous line-by-line concordance analysis. The results indicate that out of the 520 co-occurring instances, they can be broadly categorised into four groups: efforts to develop inclusive education (65.4%); consensus on benefits of inclusive education (24.5%); challenges faced by inclusive education (4.8%); and others (5.4%). This study illuminates the effective utilisation of official media in the image construction of inclusive education in China. Copyright © 2024 Yu et al.

Original languageEnglish
Article numbere0300123
JournalPLoS One
Volume19
Issue number3
Early online dateMar 2024
DOIs
Publication statusPublished - 2024

Citation

Yu, Y., Lu, G., Sin, K. F., & Yu, Z. (2024). Media representations of China’s inclusive education: A corpus-assisted critical discourse analysis. PLoS One, 19(3), Article e0300123. https://doi.org/10.1371/journal.pone.0300123

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