1st Edition
Social Changes and Yuwen Education in Post-Mao China Control, Conformity and Contradiction
Acknowledgement
Chapter 1: Introduction
Chapter 2: Social Approaches of Literacy Studies and Language and Literacy Curriculum Studies: Western Perspectives and Disputes
Chapter 3: Ideological Control and Subject Autonomy: Major Debates on Yuwen Education in China after 1949
Chapter 4: Scope and Methods
Chapter 5: From Mao’s literate subjects to high Suzhi (quality) literate citizens: High school Yuwen syllabuses in the post-Mao era (1978-2003)
Chapter 6: Whose Texts and what Texts: Findings from Textbook Analysis
Chapter 7: Yuwen Teachers’ Perceptions of and Reactions to the Curriculum Changes
Chapter 8: Discussion and Conclusion: Text and Power
Conclusion: Text and power
BIBLIOGRAPHY
Appendix 1: Ethical Approval by Human Research Ethics Committee (USYD)
Appendix 2: Interview questions
Appendix 3: Letter circular
Index
Biography
Min Tao, PhD, teaches Chinese language and culture at the University of Sydney. His research interests include social context of language education, Chinese language curriculum and contemporary Chinese narratology. He has served as a lecturer and coordinator of the Chinese program at the University of Wollongong (2009-2015) and as an associate lecturer at the University of Tasmania (2004-2007). Before he moved to Australia, Min worked as a lecturer in teaching Chinese as a foreign language at Nanjing Normal University in China.
