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Discourse: Studies in the Cultural Politics of Education Volume 40, 2019 - Issue 6
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Articles

‘Observation’ as China's civic education pedagogy and governance: an historical perspective and a dialogue with Michel Foucault

Weili ZhaoDepartment of Curriculum and Instruction, The Chinese University of Hong Kong, Hong Kong SAR, People's Republic of ChinaCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0002-0552-9347
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Pages 789-802 | Published online: 20 Nov 2017

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Hua Yu & David Cassels Johnson. (2023) Language policy and governmentality: Chanting the Chinese Classics. Current Issues in Language Planning 24:2, pages 123-140.
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Xi Wang & Aaron M. Kuntz. (2023) Chinese university students’ imaginaries of China in “the New Era”. Asia Pacific Journal of Education 43:1, pages 111-125.
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Weili Zhao. (2020) Problematizing “epistemicide” in transnational curriculum knowledge production: China’s suyang curriculum reform as an example. Curriculum Inquiry 50:2, pages 105-125.
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Weili Zhao. (2020) China’s making and governing of educational subjects as ‘talent’: A dialogue with Michel Foucault . Educational Philosophy and Theory 52:3, pages 300-311.
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Weili Zhao. (2020) Epistemological flashpoint in China’s classroom reform: (How) can a ‘Confucian do-after-me pedagogy’ cultivate critical thinking?. Journal of Curriculum Studies 52:1, pages 101-117.
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Articles from other publishers (1)

Ying Miao. (2021) Romanticising the Past: Core Socialist Values and the China Dream as Legitimisation Strategy. Journal of Current Chinese Affairs 49:2, pages 162-184.
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