東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Reading citizens: Popular education ...

Smith, Zachary.

Linked to FindBook

Google Book

Amazon

博客來

Reading citizens: Popular education campaigns and the construction of the Chinese political subject, 1904-1937.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Reading citizens: Popular education campaigns and the construction of the Chinese political subject, 1904-1937./
Author:	Smith, Zachary.
Description:	364 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.
Contained By:	Dissertation Abstracts International76-09A(E).
Subject:	Modern history. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3703938
ISBN:	9781321760569

Reading citizens: Popular education campaigns and the construction of the Chinese political subject, 1904-1937.
Smith, Zachary.

Reading citizens: Popular education campaigns and the construction of the Chinese political subject, 1904-1937. - 364 p.

Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.

Thesis (Ph.D.)--The University of North Carolina at Chapel Hill, 2015.

This dissertation examines how education reformers in early twentieth-century China redefined the relationship between the state and its people through popular education policy. As China transitioned from a dynastic empire to a modern nation-state, reformers looked to popular education as one of the most necessary and effective means of transforming the Chinese people from imperial subjects into modern citizens. Yet reformers often disagreed on how new students should be reached, what they should be taught, and how the state should manage such endeavors. Drawing from education law, professional education journals, experimental schools, and popular education textbooks, the dissertation explores these diverse approaches to popular education and argues that in debating how to develop a system for educating citizens, reformers frequently found themselves in a struggle to define who a Chinese citizen was. Furthermore, it argues that many early popular education programs pioneered the specific models of state-society relations that defined Chinese political culture throughout the twentieth century. In treating education policy as an importance space in which citizenship acquired new meanings in China, this project applies intellectual history broadly to include more everyday forms of intellectual production and illustrates the important connections between policy-making, nation building, and the history of ideas.

ISBN: 9781321760569Subjects--Topical Terms:

2122829
Modern history.

Reading citizens: Popular education campaigns and the construction of the Chinese political subject, 1904-1937.
LDR:02380nmm a2200289 4500 001 2070820
005 20160621141224.5
008 170521s2015 ||||||||||||||||| ||eng d
020 $a 9781321760569
035 $a (MiAaPQ)AAI3703938
035 $a AAI3703938
040 $a MiAaPQ $c MiAaPQ
100 1 $a Smith, Zachary. $3 3185895
245 1 0 $a Reading citizens: Popular education campaigns and the construction of the Chinese political subject, 1904-1937.
300 $a 364 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-09(E), Section: A.
500 $a Adviser: Michael Tsin.
502 $a Thesis (Ph.D.)--The University of North Carolina at Chapel Hill, 2015.
520 $a This dissertation examines how education reformers in early twentieth-century China redefined the relationship between the state and its people through popular education policy. As China transitioned from a dynastic empire to a modern nation-state, reformers looked to popular education as one of the most necessary and effective means of transforming the Chinese people from imperial subjects into modern citizens. Yet reformers often disagreed on how new students should be reached, what they should be taught, and how the state should manage such endeavors. Drawing from education law, professional education journals, experimental schools, and popular education textbooks, the dissertation explores these diverse approaches to popular education and argues that in debating how to develop a system for educating citizens, reformers frequently found themselves in a struggle to define who a Chinese citizen was. Furthermore, it argues that many early popular education programs pioneered the specific models of state-society relations that defined Chinese political culture throughout the twentieth century. In treating education policy as an importance space in which citizenship acquired new meanings in China, this project applies intellectual history broadly to include more everyday forms of intellectual production and illustrates the important connections between policy-making, nation building, and the history of ideas.
590 $a School code: 0153.
650 4 $a Modern history. $3 2122829
650 4 $a Asian history. $2 bicssc $3 1099323
650 4 $a Education history. $3 3171959
690 $a 0582
690 $a 0332
690 $a 0520
710 2 $a The University of North Carolina at Chapel Hill. $b History. $3 1020236
773 0 $t Dissertation Abstracts International $g 76-09A(E).
790 $a 0153
791 $a Ph.D.
792 $a 2015
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3703938