Educating China

Knowledge, Society and Textbooks in a Modernizing World, 1902–1937

Nonfiction, History, Asian, Asia, Social & Cultural Studies, Social Science
Cover of the book Educating China by Peter Zarrow, Cambridge University Press
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Author: Peter Zarrow ISBN: 9781316411377
Publisher: Cambridge University Press Publication: September 23, 2015
Imprint: Cambridge University Press Language: English
Author: Peter Zarrow
ISBN: 9781316411377
Publisher: Cambridge University Press
Publication: September 23, 2015
Imprint: Cambridge University Press
Language: English

In this major study, Peter Zarrow examines how textbooks published for the Chinese school system played a major role in shaping new social, cultural, and political trends, the ways in which schools conveyed traditional and 'new style' knowledge and how they sought to socialize students in a rapidly changing society in the first decades of the twentieth century. Focusing on language, morality and civics, history, and geography, Zarrow shows that textbooks were quick to reflect the changing views of Chinese elites during this period. Officials and educators wanted children to understand the physical and human worlds, including the evolution of society, the institutions of the economy, and the foundations of the nation-state. Through textbooks, Chinese elites sought ways to link these abstractions to the concrete lives of children, conveying a variety of interpretations of enlightenment, citizenship, and nationalism that would shape a generation as modern citizens of a new China.

View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart

In this major study, Peter Zarrow examines how textbooks published for the Chinese school system played a major role in shaping new social, cultural, and political trends, the ways in which schools conveyed traditional and 'new style' knowledge and how they sought to socialize students in a rapidly changing society in the first decades of the twentieth century. Focusing on language, morality and civics, history, and geography, Zarrow shows that textbooks were quick to reflect the changing views of Chinese elites during this period. Officials and educators wanted children to understand the physical and human worlds, including the evolution of society, the institutions of the economy, and the foundations of the nation-state. Through textbooks, Chinese elites sought ways to link these abstractions to the concrete lives of children, conveying a variety of interpretations of enlightenment, citizenship, and nationalism that would shape a generation as modern citizens of a new China.

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