Changing the past to build the future : history education in post-Mao China
This study is concerned principally with the ways in which the school subject of History has developed over the past quarter century in the People's Republic of China. One of the key objectives of this research has been simply to redress previous neglect of a subject that seems, if public opinion is indicative of a topic's importance, to have some bearing on the ways in which states and societies try to shape young minds, values and identities, and thereby steer the course of future political, social and economic development. It accordingly traces the evolution of the History subject both through time and, more importantly, through the process of production, transmission and consumption, from central government organs, such as the Ministry of Education, down to the individual school History classroom. Specifically, it analyses various factors that have influenced thinking about the purposes and practice of history education, and how these have been reflected in the main vehicles for transmitting narratives of the past: national and local curricula, History textbooks and school lessons. Particular attention is paid throughout to the impact of the reform and opening policy on history education, highlighting
Jones, Alisa
Changing the past to build the future : history education in post-Mao China. This study is concerned principally with the ways in which the school subject of History has developed over the past quarter century in the People's Republic of China. One of the key objectives of this research has been simply to redress previous neglect of a subject that seems, if public opinion is indicative of a topic's importance, to have some bearing on the ways in which states and societies try to shape young minds, values and identities, and thereby steer the course of future political, social and economic development. It accordingly traces the evolution of the History subject both through time and, more importantly, through the process of production, transmission and consumption, from central government organs, such as the Ministry of Education, down to the individual school History classroom. Specifically, it analyses various factors that have influenced thinking about the purposes and practice of history education, and how these have been reflected in the main vehicles for transmitting narratives of the past: national and local curricula, History textbooks and school lessons. Particular attention is paid throughout to the impact of the reform and opening policy on history education, highlighting
changing past build future history_education post mao china study_concern principally way school subject history develop people_republic_china one_key objectives simply redress previous neglect_subject seem public_opinion indicative topic importance bear way state_society try shape young mind value identity thereby steer course future political_social economic_development accordingly trace_evolution history subject time importantly process production transmission consumption central_government organ ministry education individual school_history classroom specifically analyse various_factor influence thinking purpose practice history_education reflect main vehicle transmit narrative past national_local curriculum history textbooks school lesson particular_attention_pay throughout impact reform opening policy history_education highlight