Was Educational Reform in China's New Policies "Genuine Reform"? The Critical Role of Political Ideology (1901-1904)

Autor/in	Zhou, Ying
Titel	Was Educational Reform in China's New Policies "Genuine Reform"? The Critical Role of Political Ideology (1901-1904)
Quelle	In: Paedagogica Historica: International Journal of the History of Education, 57 (2021) 3, S.314-331 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zhou, Ying)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0030-9230
DOI	10.1080/00309230.2020.1864426
Schlagwörter	Educational Change; Political Attitudes; Educational History; Foreign Countries; Educational Policy; Educational Quality; Correlation; Role; Ideology; Educational Innovation; Confucianism; Government Role; Comparative Analysis; Political Influences; China + Suchen Sie Ihr Suchwort? Bildungsreform; Political attitude; Politische Einstellung; History of education; Bildungsgeschichte; Ausland; Politics of education; Bildungspolitik; Quality of education; Bildungsqualität; Korrelation; Rollen; Ideologie; Instructional innovation; Bildungsinnovation; Konfuzianismus; Political influence; Politischer Einfluss
Abstract	The nature of the New Policies in China (1901-1911) has been hotly debated for decades. While scholars doubt the sincerity of the Qing government in their pursuit of constitutional reform, there is a general agreement on the high quality of their educational reform. Some even consider their educational innovations as "genuine reform" but condemn the political reform as "pseudo reform". How could educational reform be independent of political influence? To understand the institutional change in education in the final decade of imperial China, this article analyses the relationship between educational reform and political ideology in the New Policies before 1905 by comparing the 1902 and 1904 Decrees on education. It will be shown that the 1902 Decrees deemphasised the imperial orthodoxy, and they were therefore unacceptable for the ruling circle and did not work out. The 1904 Decrees, on the contrary, succeeded because of their accordance with the dominant political ideology. The "genuineness" of the educational reform in the New Policies seem not to be an indicator of the central government's determination to pursue fundamental reform before 1905. Rather, to a large extent, this determination was manifested in the substantial achievement of educational reform at the local level during 1906 to 1911. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01