Providing authentic insights into the “China model” of citizenship education, this book draws on lived experiences to offer an exploration into the professional lives of Chinese moral-political education teachers between 1978 and 2018. Rooted in Confucian philosophical and ethical frameworks shared across Asian countries, the study employs a distinctive theoretical framework of state legitimation to examine how teachers perceive and enact moral-political education in their daily practice. Using qualitative research methods, the chapters amplify the voices of educators who serve as agents of the Chinese state in educative legitimation, revealing rich, nuanced details of their lived experiences. Becoming and Being a Moral-Political Education Teacher covers curriculum and instruction, government policies and regulations, educational reforms, formal teacher education, and the realities of classroom practice in contemporary Chinese secondary schools. This novel volume will be essential reading for scholars, educators and researchers in the fields of comparative education, philosophy of education, moral and civic education as well as teacher education.
