A Study of the Mechanisms for Cultivating Patriotic Values through New Era Socialist Textbooks with Chinese Identity
Keywords:
patriotism, textbooks, social identity, Chinese education, primary education textbooksAbstract
This study examines the representation of patriotism in primary-level textbooks on Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era. The objectives are to 1) identify the linguistic patterns related to patriotism and 2) explain how emotional and ideological dimensions are interconnected within the texts. A qualitative documentary research approach was employed with textual analysis serving as the main analytical method. Data were collected from two primary education volumes of Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era (2021 edition), published by People's Education Press, comprising a total of 20 chapters and 50 learning units across the lower and upper primary levels. The findings indicate that the textbooks systematically employ linguistic mechanisms to construct patriotic values by linking pride, attachment, and a sense of collective belonging to national identity and civic roles. Patriotism is thus presented not merely as an emotion but as a meaning-making process that gradually shapes learners’ identities. This study contributes to the understanding of textbooks as sites of ideological meaning production and offers guidelines for textbook development, curriculum design, learning materials, and educational policy related to educational values and identity formation.
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บทความที่ได้รับการตีพิมพ์เป็นลิขสิทธิ์ของ คณะมนุษยศาสตร์และสังคมศาสตร์ มหาวิทยาลัยราชภัฏธนบุรี
- บทความในวารสารวิชาการมนุษย์และสังคมศาสตร์ มหาวิทยาลัยราชภัฏธนบุรี เป็นความคิดเห็นของผู้นิพนธ์ ไม่ใช่ความคิดเห็นของกองบรรณาธิการ และไม่ใช่ความรับผิดชอบของกองบรรณาธิการและ/หรือของคณะมนุษยศาสตร์และสังคมศาสตร์ มหาวิทยาลัยราชภัฏธนบุรี
- กองบรรณาธิการไม่สงวนสิทธิ์ในการคัดลอก แต่ให้อ้างอิงแสดงที่มา
- บทความที่ได้รับตีพิมพ์จะมีการตรวจความถูกต้องเหมาะสมจากกองบรรณาธิการและผู้ทรงคุณวุฒิในสาขาที่เกี่ยวข้อง (peer review) จำนวน 3 คน โดยผู้ทรงคุณวุฒิจะไม่ทราบผู้นิพนธ์ และผู้นิพนธ์ไม่ทราบชื่อผู้ทรงคุณวุฒิ (double-blind peer review)
