ABSTRACT Patriotism is controversial in moral education across contexts. In China, patriotism is highly politicised by the government and heavily promoted in education. In the last few decades, the moralisation of patriotism, which refers here to the framing of patriotism as a virtue, has become the focus of teaching patriotism in China. This paper demonstrates how patriotism is moralised and promoted in Chinese moral education textbooks. The paper begins by providing a theoretical introduction to patriotism in moral education and defending (...) a rational approach to teaching patriotism given its controversial nature. Then it elaborates on the Chinese context of teaching patriotism and analyses patriotism as part of moral education in Chinese textbooks. Our findings indicate various ways in which patriotism is promoted in Chinese education as a non-controversial virtue and moral duty. Finally, the paper discusses the limitations of this way of teaching patriotism and argues for the adoption of the rational approach as an alternative. (shrink)

This article develops the concept of ‘covert no-saying’ as a pragmatic framework for democratic education in illiberal democracies. Drawing on pragmatist philosophy, it argues that traditional approaches—‘yes-saying’ (compliance) and ‘drastic no-saying’ (overt dissent)—are increasingly untenable in contexts marked by repression, polarization, and diminishing civil liberties. Instead, educators should foster ‘covert no-saying’: indirect, strategic forms of dissent that preserve democratic values while minimizing personal and professional risk. Through analysis of classroom strategies such as coded language, allegory, comparative case studies, and critical (...) media literacy, the article illustrates how teachers can nurture critical reflection and resilience in students without openly confronting illiberal authorities. The discussion highlights the importance of adaptive teacher education and collaborative support networks for sustaining democratic practice under adverse conditions. Ultimately, the article contends that covert no-saying offers a vital, context-sensitive response to democratic backsliding, enabling educators and students alike to maintain hope and agency in the ongoing struggle for democracy. (shrink)

Liz JacksonEducation University of Hong KongGiven how important textbooks continue to be in education, how textbooks are read for learning and research remains poorly understood. As Michael Apple n...

The latest headlines about language policy in China carry a sharper edge than debates over identity, curriculum, or pedagogy normally do. The National People’s Congress has recently approved a ‘Law...

A graduate student who is also a university educator in Beijing once told me she was being pulled in two directions at once. On Mondays she met with a ministry-led working group about ‘constructing...