This book will examine the recent development of school music education in Mainland China, Hong Kong, and Taiwan to illustrate how national policies for music in the school curriculum integrate music cultures and non-musical values in the relationship between national cultural identity and globalization. It will examine the ways in which policies for national identity formation and globalization interact to complement and contradict each other in the content of music education in these three Chinese territories. Meanwhile, tensions posed by the complex relationship between cultural diversity and political change have also led to a crisis of national identity in these three localities. The research methods of this book involve an analysis of official approved music textbooks, a survey questionnaire distributed to students attending music education programmes as well as primary and secondary school music teachers, and in-depth interviews with student teachers and schoolteachers in the three territories.
- Cover
- Table of Contents
- Preface
- Acknowledgements
- List of Abbreviations
- 1. Introduction
- Nation, Culture, and Identity
- Globalization, Nationalism, and Cultural Identity
- Education for a Changing World
- Cultural Identity and Music Education in the Global Age
- The Concept of Greater China
- The Main Themes of This Book
- 2. Rising China and Governing Aspirations for Cultural Politics, Music, and Education
- A Review of Cultural Politics and Music in Modern China
- Patriotic Movements in the First Half of the Twentieth Century
- Revolution and Chinese Communism between the Establishment of the prc and the Cultural Revolution
- A New Stage in the Promotion of Nationalism and Socialism after the 1978 Open Door Policy
- Nationalist Aspects of Education from the 1980s to the New Era
- Implementation of Patriotic Education after the 1989 June Fourth Incident
- Constructing the ‘China Path’ and the ‘Chinese Dream’ in the Community in the Global Age
- Music Education in the Interaction between Chinese Nationalism and Chinese Communism in the Global Age
- The Diverse Means of Promoting Chinese Nationalism in the Community
- Using English and Rap Music to Spread State Propaganda
- School Music Education between Communism and Nationalism
- Multiculturalism in Music Education: Building Bridges between Nationalism and Socialism in the Global Age
- A Changing Nation: The Impact of Globalization on Chinese Society
- Confucius Institutes, China’s Soft Power, and Music
- The Chinese Socialist Dream and Multiculturalism in School Music Education in the New Era
- Summary
- 3. The Struggle for Cultural Identity, School Education, and Music Education in Hong Kong
- Society in Hong Kong
- A Review of Politics, Identity, and Cultural Production
- Development of Local Politics in the Dynamics of the China-Hong Kong Relationship after 1949
- China’s Influence on Cultural and Educational Development after 1967
- Changing Local Identity
- Localization of Hong Kong Culture and Popular Music in Association with Identity Shaped by Lion Rock Spirit
- The Politicization of School Education
- Basic Law Education
- Censorship in Education
- Introduction of Chinese National Identity in Civic Education and National Education
- Chinese History and History in the School Curriculum
- Opposition to the Government’s Extradition Bill
- The Social Construction of Music Education after the 1997 Handover
- A Brief Account of the Development of Western and Chinese Music in the Community
- General Background of School Music Education in Hong Kong
- Education in Chinese Music
- Education in Chinese Nationalism
- Education in Social Harmony and Multiculturalism
- Cultural Politics and School Music Education in the New Era
- Summary
- 4. Music Education in Taiwan: Imagining the Local, the National, and the Global
- A Historical Overview of Political and Cultural Relations between the Japanese, Han Chinese, and Taiwanese in Taiwan
- Cultural Identity, Chinese Culture, and Chinese Nationalism in the Community and School Education
- Taiwanization, Local Culture, and School Education after the End of Martial Law
- Taiwanization after the Lifting of Martial Law in 1987
- The Preservation of Local Language and Local Identity in Education
- The Pursuit of Local and National Identity in Community Music Development
- The Pursuit of Local Identity in School Music Education
- A Global Outlook in Education and Music Education
- Globalization and Multiculturalism in School Education
- Globalization and Multiculturalism in Music and School Music Education
- Core Values in School Music Education between Localization andGlobalization
- Summary
- 5. Music Teachers’ Perspectives on Cultural and National Values in School Music Education in Greater China
- A Review of the Present Situation in School Music Education
- Method: Questionnaires and Interviews
- Participants’ Demographic Information
- Perspectives on Cultural and Social Values in School Music Education
- Preferences for Teaching Music Types in Classroom Music Lessons
- Perceptions of Teaching Nationalistic Education through School Music Education
- Professional Development of Music Teachers
- Summary
- 6. Discussion: Rethinking the Transmission of Values and Music Cultures between Nationalism and Globalization in Music Education in Greater China
- Dynamics and Dilemmas of the Introduction of Values Education through Music Education
- Teachers’ Perspectives on Teaching Diverse Music Types across the Curriculum
- Dynamics and Dilemmas of Introducing Chinese Nationalism/Patriotism through School Music Education
- The Dual Paradigm of Multiculturalism and Nationalism in the Transmission of School Music Education
- Summary
- 7. Recapitulation and Conclusion
- Teacher Education between Globalization and Nationalism in Mainland China, Hong Kong, and Taiwan
- Teacher Education, Power, and Music Cultures between Globalization and Nationalism
- Music Education and the Role of Comparative Studies
- Closing Words
- Appendix: Teacher Questionnaire
- Index
- List of Figures and Tables
- Figures
- Figure 1.1 Map of China, Hong Kong, and Taiwan
- Figure 2.1 Total number of Confucius Institutes and Confucius Classrooms worldwide from 2013 to 2017
- Figure 3.1 Hong Kong people’s ethnic identity according to the HKU POP Site
- Figure 3.2 Reasons for not teaching national education in school music education as perceived by pre- and in-service teachers
- Figure 5.1 Distribution of in-service teachers by years of teaching experience (N = 437)
- Figure 5.2 Values perceived as important to teach in school music education among pre-service and in-service teachers
- Figure 5.3 Music activities for conducting nationalistic education used by the teachers in China, Hong Kong, and Taiwan
- Figure 5.4 Music styles to help increase students’ national consciousness as perceived by the teachers in China
- Figure 5.5 Music styles to help increase students’ national consciousness as perceived by the teachers in Hong Kong
- Figure 5.6 Music styles to help increase students’ national consciousness as perceived by the teachers in Taiwan
- Tables
- Table 1.1 Change of population by ethnicity (%) in Mainland China (1953-2010)
- Table 2.1 The 100 national-level patriotic education bases
- Table 2.2 Selling the Party through new formats between 2013 and 2017 (selected video clips conveying the CPC’s message)
- Table 2.3 Selected songs that incorporate ‘core socialist values’ and social harmony
- Table 2.4 Selected songs that introduce equality, multicultural harmony, and peace
- Table 3.1 Hong Kong ethnicity data obtained from the 2016 by-census
- Table 3.2 Number of petitions against the extradition bill at Hong Kong’s Christian schools recorded in May 2019
- Table 4.1 Selected foreign songs that introduce world folk songs
- Table 4.2 Selected songs that introduce love, peace, harmony, and hope for humanity and a better world
- Table 4.3 Selected songs about love and happiness with family and friends
- Table 5.1 Types of music concerts attended by the pre-service and in-service teachers in the three Chinese communities over a period of 12 months
- Table 5.2 Types of schools taught in by the teacher interviewees
- Table 5.3 Average mean ratings for statements on values education given by pre-service and in-service teachers
- Table 5.4 Average mean ratings for statements on values education given by teachers in China, Hong Kong, and Taiwan
- Table 5.5 Average mean ratings from the teachers in China, Hong Kong, and Taiwan regarding attitudes towards teaching diverse music cultures
- Table 5.6 Level of incorporation of multicultural education into school subjects as perceived by the teachers in China, Hong Kong, and Taiwan (average mean ratings)
- Table 5.7 Reasons for teaching diverse music cultures in school given by the teachers in China, Hong Kong, and Taiwan
- Table 5.8 School subjects that teachers from China believe should include traditional Chinese culture (average mean ratings)
- Table 5.9 School subjects that teachers from Hong Kong believe should include traditional Chinese culture (average mean ratings)
- Table 5.10 School subjects that teachers from Taiwan believe should include traditional Chinese culture (average mean ratings)
- Table 5.11 Reasons for teaching nationalistic education in school music education as perceived by the teachers in China, Hong Kong, and Taiwan
- Table 5.12 Reasons for not teaching nationalistic education in school music education as perceived by the teachers in China, Hong Kong, and Taiwan
- Table 5.13 Teachers’ preferred types of music to teach for professional development
- Table 5.14 Average mean ratings from in-service teachers in support of pre-service education programmes to increase students’ knowledge of diverse music cultures, grouped by their years of teaching experience
- Table 5.16 Average mean ratings from in-service teachers in support of pre-service education programmes to increase students’ knowledge of local popular music, grouped by their years of teaching experience
- Table 5.15 Average mean ratings from in-service teachers in support of pre-service education programmes to increase students’ knowledge of traditional Chinese music, grouped by their years of teaching experience
- Table 6.1 Preferred music genres among teachers in China, Hong Kong, and Taiwan
- Table 6.2 Types of music perceived as increasing students’ national recognition
- Table 6.3 Values perceived as important to teach in school music education
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