The Role of Patriotism in China's Education System: The Production and Transformation of "Red Capital" from a Bourdieusian Perspective
Abstract
cultural, and social. However, Bourdieu did not preclude the existence of other capitals that may operate distinctly in particular fields.
China's education system emphasize political ideology through both formal and hidden curriculum., Centered on patriotism and commu
nist ideology, this process creates "red capital". Using a mixed methodology, this study investigated: (1) the validity of red capital as an
independent capital form, (2) its role in the reproduction of social hierarchies and education inequality, and (3) the way of acquisition and
institutional manifestation.
Keywords
Full Text:
PDFReferences
[1] Bourdieu, P. (1977). Reproduction in education, society and culture (R.Nice, Trans.). Sage Publications.
[2] Bourdieu, P. (1984). Distinction:A social critique of the judgement of taste (R. Nice, Trans.). Harvard University Press. (Original work
published 1979)
[3] Bourdieu, P. (1986). The forms of capital. In J. Richardson (Ed.), Handbook of theory and research for the sociology of education (pp.
241258). Greenwood Press.
[4] Bourdieu, P. (1997). The state nobility: Elite schools in the field of power (L. C. Clough, Trans.). Stanford University Press.
[5] Cantoni, D., Chen,Y.,Yang, D.Y.,Yuchtman,N., & Zhang,Y. J. (2017). Curriculum and ideology. Journal of Political Economy, 125(2),
338392. https://doi.org/10.1086/690951
[6] Chen,W., & Zhang,Y. (2015). Principles of ideological and political education. Higher Education Press. https://doi.org/10.27159/d.cnki.
ghzsu.2023.000692
[7] China Education Online. (2021).A detailed analysis of exam content, question types, and scoring for various graduate programs.
[8] Chubb, J. E., & Moe, T. M. (1990). Politics, markets, and America's schools. Brookings Institution Press.
[9] Curriculum and Teaching Materials Research Institute. (2022). Interpretation of the compulsory education "Morality and Rule of Law"
curriculum standards (2022 edition). Ministry of Education of the People's Republic of China. https://www.moe.gov.cn/url
[10] Gao, C.H., Sun, Z.F., & Wang, R.X. (2019).A study on the effectiveness and Countermeasures of Inland Ethnic Classes (Schools). Con
temporary Education and Culture (Lanzhou), 2019(5).
[11] Hanushek, E. A. (2020). Education production functions. The economics of education (2nd ed., pp.161-180). Elsevier. https://doi.
org/10.1016/B978-0-12-815391-8.00012-3
[12] Kipnis,A. (2011). Governing educational desire: Culture,politics, and schooling in China. (1st ed.) University of Chicago Press.
[13] Lareau,A. (2003). Unequal childhoods: Class, race, and family life. University of California Press.
[14] Li, H., & Liu, Z. K. (2011). Reflections on the development of red resource education courses. China Electric Power Education, (31),
127-129. https://doi.org/CNKI:SUN:ZGDI.0.2011-31-064
[15] Liu, Y. (2013). Meritocracy and the Gaokao: a survey study of higher education selection and socio-economic participation in East
China. British Journal of Sociology of Education. 34. 868-887. http://10.1080/01425692.2013.816237
[16] Long, N. N. (2010). Utilizing the organizational advantages of college Communist Youth League to construct a service system for col
lege students' employment and entrepreneurship. Inheritance, (33), 126-127. https://doi.org/CNKI:SUN:GXDS.0.2010-33-062
[17] Sheng, X. (2011). Cultural capital and gender differences in parental involvement in children's schooling and higher education choice in
China. Gender and Education, 24(2), 116. https://doi.org/10.1080/09540253.2011.582033
[18] Wang, J., Miao, X. Q., &Wu, M. (2023). Research on the integration of red resource education into aesthetic education in kindergartens.
Shanghai Fashion, (12), 129-131. https://doi.org/CNKI:SUN:SHFS.0.2023-12-044
[19] Wang, X. M., & Tang, S. Q. (2025). Empowering the Patriotic Education of Youth in the New Era through Political Rituals. Journal of
School Party Building and Ideological Education, (9), 56-59. http://doi.org/10.19865/j.cnki.xxdj.2025.09.012
[20] Wiredu, kwame. (1982). Cultural capital and school success: The impact of status culture participation on the grades of US high school
students.American Sociological Review. https://doi.org/10.2307/2094962
[21] Xie, W. Y., Yang, T., Chen, X., Tang, X. L. (2018). An analysis of the impact of party membership on college students' employ
ment income: Based on CHIP data. Journal of Innovation and Entrepreneurship Research and Practice, 1(13), 1-3. https://doi.org/
CNKI:SUN:CXYL.0.2018-13-001
[22] Yang, D. P. (2006). From Equality of Rights to Equality of Opportunity: The Track of Educational Equity in New China. Peking Univer
sity Education Review, (2), 2-11+189. https://doi.org/10.19355/j.cnki.1671-9468.2006.02.001
[23] Yu, X. L. (2024). Cultural capital and educational attainment: Exploration and innovation in the Chinese context. Journal of East China
Normal University (Educational Sciences Edition), 42(06), 20-37. https://doi.org/10.16382/j.cnki.1000-5560.2024.06.003
[24] Zuo, B. (2000). On the formation of children's national identity. Educational Research and Experiment, (2), 33-37+72-73. https://doi.
org/CNKI:SUN:YJSY.0.2000-02-006
DOI: http://dx.doi.org/10.70711/neet.v4i5.9264
Refbacks
- There are currently no refbacks.
