“Sugar Dissolved in Water” – Ideological Constructions and Contestations of Critical Thinking in China’s Quality-oriented Education Reform

• In Event: AERA Roundtable Session Friday 11:45 am - Gold 1
  In Roundtable Session: Participation and Power: Global Perspectives on Voice and Rights in Education Governance

Abstract

This study examined the ideological constructions and contestations of critical thinking (CT) within China’s Quality-oriented Education reform. Using Bowe et al.’s (1992) policy trajectory framework and Critical Discourse Analysis, it analysed official speeches, policy documents, and expert interviews to investigate how CT is framed at the national level. Findings revealed three ideological layers: official utilitarian discourses tied to national development and stability; expert humanistic views focused on learner-centred education; and internal expert debates over cultural compatibility and educational hierarchies. These layers reflect ideological tensions that complicate CT’s policy enactment. The study highlights policymaking as a site of negotiation and calls for broader stakeholder engagement to embed CT meaningfully within China’s evolving education landscape.

Authors

• Yan Xie, University of Auckland

• Joanna R. Smith, University of Auckland

• Maree Davies, University of Auckland