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ID:
178885
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| Summary/Abstract |
Since the 1990s, the Chinese party-state has attempted to teach its youth how to think and speak about the nation through a “patriotic education” campaign waged in schools, the media and on public sites. The reception of these messages by youth of different social backgrounds remains a disputed issue, however. Drawing on a multi-sited field study conducted among rural and urban Han Chinese youth attending different types of schools, this article explores the effects of the patriotic education campaign on youth conceptions of the nation by examining the rhetoric high-school students employ when asked to reflect upon their nation. The study reveals that a majority of youth statements conform to the language and contents of the patriotic education campaign; however, there are significant differences in the discursive stances of urban youth and rural youth and of those attending academic and non-academic, vocational schools. These findings call into question the party-state's current vision of China as a “unified” national collectivity. They highlight the existence of variances in the sense of collective belonging and national identity of Chinese youth, while underscoring the importance of social positioning and perceived life chances in producing these variances.
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| 2 |
ID:
092654
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| 3 |
ID:
129800
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| Publication |
2014.
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| Summary/Abstract |
Since the early 2000s, the Chinese military has been engaged in the production of military- and war-themed cultural products which increasingly employ new media and new technologies. Many of these products specifically target children and youth, and many are also a result of collaborations between the People's Liberation Army (PLA) and commercial forces. This article offers a preliminary exploration of how such PLA-civilian productions attempt to package and market war and the military to contemporary Chinese children and youth. It compares these current endeavours to previous depictions of war and the military in the youth culture of the Maoist period, and reflects on what this comparison can tell us about recent changes in official as well as popular conceptualizations of childhood, youth, and violence in the People's Republic of China. The analysis demonstrates that contemporary PLA products for children and youth display positive attitudes toward the military and toward officially sanctioned military violence. However, these products also subscribe to new public sensitivities about children and their involvement in acts of brutality, thereby reflecting the changing needs and interests of the PLA and of the Chinese Communist Party in the post-Cold War, post-Tiananmen era.
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| 4 |
ID:
183240
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| Summary/Abstract |
The recent surge in public remembrance of the Second World War in China has been substantially undergirded by a centrally planned and systematically implemented discursive shift which has remained overlooked in the literature. This study examines the revised official narrative by drawing on three cases from China's school curriculum, museums and formal diplomacy. It finds that the once dominant trope of “national victimization” no longer represents the main thrust in the Chinese Communist Party's (CCP) rhetoric on the Second World War. Under Xi Jinping, this has been replaced by a self-assertive and aspirational narrative of “national victory” and “national greatness,” designed to enhance Beijing's legitimacy and advance its domestic and foreign policy objectives. By emphasizing national unity and CCP–KMT cooperation, the new narrative offers an inclusive and unifying interpretation of China's war effort in which the victory in 1945 has come to rival the 1949 revolution as the critical turning point towards “national rejuvenation.” The increasingly Sino-centric and centrally controlled narrative holds implicit warnings to those challenging Beijing's claim to greatness.
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| 5 |
ID:
120179
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| Publication |
2013.
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| Summary/Abstract |
The treatment of the wartime period in Japan's history textbooks has long been a subject of debate and controversy, even a source of international tension. Since their creation, history textbooks have been used to shape national identity and encourage patriotism. This article, drawing on the comparative study of high school history textbooks in Japan, China, South Korea, Taiwan and the United States by Stanford's Divided Memories and Reconciliation project, compares the treatment of the wartime period in the textbooks of China and Japan. The study found that Japanese textbooks are relatively devoid of overt attempts to promote patriotism and that they contain more information about controversial wartime issues such as the Nanjing Massacre than is widely believed. In contrast, Chinese textbooks, particularly after their revision a decade ago, are consciously aimed at promoting a nationalist view of the past as part of the country's "patriotic education" campaign. The article warns, however, against efforts in Japan to promote a Japanese-style version of patriotic education.
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| 6 |
ID:
132435
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