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ID: 187415

Law Does Not Come Down From Heaven: Youth Legal Socialisation Approaches in Chinese Textbooks of the Xi Jinping Era / Naftali, Orna

Naftali, Orna	Journal Article
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Summary/Abstract

Schools constitute key sites for legal socialisation, the process whereby youth develop their relationship with the law. Yet, what does legal socialisation entail in the context of an authoritarian party-state such as China? The article examines this question by analysing Chinese citizenship education textbooks of the Xi era. The study finds that China's current textbooks contain elements associated with both a coercive and a consensual approach to legal education. Nonetheless, it is the consensual orientation that receives greater stress, as the books highlight the positive benefits of legal compliance and endorse the idea that youth should advance beyond the external supervisory stage to the self-discipline level of legal consciousness. Reflecting the attempt of the Chinese Communist Party leadership to draw on legality as a key source of legitimacy, this approach is nonetheless undermined by the propagandist tone of the textbooks and their ambiguous messages regarding citizens’ ability to challenge China's existing laws.

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China ; Youth ; Citizenship Education ; Legal Socialisation

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ID: 161342

Making of the (Il)legitimate citizen: the case of the Pakistan Studies textbook / Emerson, Ann

Ann Emerson	Journal Article
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This paper is intended to contribute to the widening literature on the complicated links between education, the state and violence. It also builds on previous analyses of Pakistan Studies textbooks, and utilises notions of citizenship to illuminate inequalities and the theoretical lens of cultural violence. To do this, I present an in-depth analysis of the Pakistan Studies Textbook for Secondary Classes used in government schools in Islamabad Capital Territory. This textbook analysis was conducted as part of a case study of one girls’ secondary school in 2014 which linked citizenship education to Galtung's 1990 violence triangle. I also demonstrate through classroom observations of the case study school the power that the textbook holds as the voice of authority in the classrooms in which it is used. The analysis is situated it in the broader historical context of the process of nation building. I illustrate the specific ways the textbook contributes to the narrative of exclusion of some Pakistanis from equal citizenship which has the potential to normalise violence against excluded groups.

Key Words

Pakistan Studies ; Cultural Violence ; Girls’ Education ; Social Studies Education ; Citizenship Education

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