Abstract
This study examines official understandings of Chinese identity in China and Hong Kong, exploring how the latest governments conceptualize Chinese identity; how government-endorsed textbooks frame it in different subjects; and how a multicultural approach can enhance understanding of identity in both societies.
Using content analysis to support my theoretical arguments, this study offers an in-depth, updated, and detailed picture of how the governments and their endorsed textbooks, encourage people in these societies to respond to the question of “who are we?”. It also elaborates on how the current approach to understanding Chinese identity can be harmful, and examines how a multicultural approach could better fit these Chinese contexts and enhance understanding of “who are we?”. Copyright © 2024 AERA.
Using content analysis to support my theoretical arguments, this study offers an in-depth, updated, and detailed picture of how the governments and their endorsed textbooks, encourage people in these societies to respond to the question of “who are we?”. It also elaborates on how the current approach to understanding Chinese identity can be harmful, and examines how a multicultural approach could better fit these Chinese contexts and enhance understanding of “who are we?”. Copyright © 2024 AERA.
| Original language | English |
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| Publication status | Published - Apr 2024 |
| Event | 2024 Annual Meeting of American Educational Research Association: "Dismantling Racial Injustice and Constructing Educational Possibilities: A Call to Action" - Philadelphia, United States Duration: 11 Apr 2024 → 14 Apr 2024 https://www.aera.net/AERA24 |
Conference
| Conference | 2024 Annual Meeting of American Educational Research Association: "Dismantling Racial Injustice and Constructing Educational Possibilities: A Call to Action" |
|---|---|
| Abbreviated title | AERA 2024 |
| Country/Territory | United States |
| City | Philadelphia |
| Period | 11/04/24 → 14/04/24 |
| Internet address |