From Educational Term to Cultural Symbol: The Semiotic Evolution of “Chinese-Style Education” Discourse

• In Event: AERA Roundtable Session Wednesday 3:45 pm
  In Roundtable Session: Semiotics in Education: Signs, Meanings and Multimodality Roundtable Sessions

Abstract

“Chinese-style education” has evolved from a neutral educational descriptor to one of contemporary China's most controversial cultural symbols. This study employs Roland Barthes' semiotic theory to trace this concept's thirty-year transformation from first-order educational terminology to second-order cultural mythology. Through analysis of academic literature, media discourse, and social media content, I identify three evolutionary phases: from educational critique to comparative concept (1990s-2014), cultural turn and media amplification (2015-2020), and digital mythologization (2021-present). The findings reveal how educational discourse acquires mythical qualities through comparative framing, media amplification, and digital personalization, simultaneously strengthening critical power while risking oversimplification. This symbolization process illuminates how educational concepts become vehicles for broader cultural anxieties, creating challenges for bridging critique and constructive reform dialogue.

Author

• Jingjing Yang, East China Normal University