Critical patriotism and the teaching of history in Beijing: a critical conceptual analysis
LE3 .A278 2003
Master of Education
Leadership and School Development
This study explores the concept of 'critical patriotism' and its use in secondary school citizenship/moral education. It also provides a careful analysis of its enhancement through the teaching of history in the context of Beijing's current political, economic, cultural, and educational environments. As a crucial aspect in citizenship/moral education, the cultivation of patriotism in China is re-examined through past and present perspectives. The concept 'critical patriotism' is defined and explored based on a review of both Chinese and Western literatures. Critical theory serves as the conceptual orientation of the study. ' Critical patriotism' is a close combination of critical reflection and patriotic emotion. Three dimensions are suggested towards the ideal pedagogy for realizing critical patriotism education. They are: being informed, rationality, and active participation. Following an analysis of Beijing's present conditions, this study suggests that the school administrators and curriculum designers should (a) assign more classroom time to history teaching; (b) support the establishment of an information centre in the school; and (c) encourage the professional development of history teachers. This study also suggests that history teachers should (a) be responsible to offer sufficient historical materials; (b) consciously help students think critically and rationally, and (c) encourage students to be active participants in classroom teaching and learning.
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