Affective Education in China's Guangzhou: A Case Study

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While affective domain is believed globally to be one of the main areas of human experience and development, affective education is interpreted differently in different countries, and its manifestation varies from region to region. It is argued that affective education is culturally contextualized. The present paper reports a qualitative case study attempting to investigate how affective education is conceptualized and implemented in contemporary China. A middle school in Guangzhou-the biggest city in South China was chosen as the case school. The study was conducted via semi-structured interviews (both individual and group), analysis of textbooks and school documents, and on-site observations. Findings show that perceived aims and content of affective education were closely related to character formation, traditional Chinese values and political ideology. Affective education was also interpreted as a response to rapid social changes in modern China. These findings highlight the influences of Chinese cultural values and political ideology on the conceptualization and interpretation of affective education. Our findings suggest that affective education from the Chinese perspective is 'value-oriented' rather than 'affect-oriented' and it serves as the means to promote the well being of the collective rather than that of the individual.

Keywords: Affect, Affective Education, Guangzhou, China
Stream: Equity, Social Justice and Social Change; Community, Culture, Globalisation
Presentation Type: Paper Presentation in English
Paper: , , , Affective Education in Guangzhou, China

Kai Yuen Cheng

PhD Candidate, Faculty of Education, The University of Hong Kong
Hong Kong, China

Being a PhD candidate of the Faculty of Education in the University of Hong Kong, I am particularly interested in studying affective education. I have conducted relevant research in the Mainland China since 2005. I am now working as a School Development Officer in the Education Bureau of Hong Kong.

Eadaoin K. P. Hui

Associate Professor, Faculty of Education, The University of Hong Kong
Hong Kong, China

Ref: L09P0506