1,721,016 research outputs found
Framing imprisonment studies in China: ideology, law and politics
No full textThis chapter interrogates how the ideas pertaining to imprisonment have been analysed and conceptualised by the Chinese scholarship on law and justice to show how different political discourses interact and shape its contours. It also examines the main themes that have emerged in post-Mao approaches on imprisonment. In China today, political discourse continues to be encapsulated in politico-legal slogans that profess to embody certain political agendas. The most intuitive explanation for this continued interest is that imprisonment represents one of the key forms of criminal punishments in the People's Republic of China (PRC). In the early years of the PRC, custodial punishment was a way of bringing to heel socialism's recalcitrants and neutralising their political or social dangerousness. Academic discussions on reform and imprisonment continued to be imbued with ideas that had clear Marxist and Leninist connotations and that derived from the traditional Russian school on reform through labour
Deprivation of Liberty under Scrutiny
No full textSince the early 1980s, the People's Republic of China has embarked on a dramatic and ongoing experiment with legal and institutional reform.The circumstances and experience of reform concerning detention and imprisonment have been both controversial and understudied. Given their political sensitivity, until very recently institutions of detention and imprisonment have remained mostly cloaked in secrecy. As a result, the scope, significance and the internal dynamics of reforms to these systems have been less well understood than reforms in different areas of Chinese law
Opportunities and challenges for legislative and institutional reform of detention in China
No full text
Mapping the Political Terrain of Justice Reform in China
No full textThis article argues that it is the national imperative of 'social stability' and not the yearning to establish a socialist version of the 'rule of law', that has been the main catalyst for reforms to the system of law and justice in China. The author argues that some of the current instability has been triggered by the Central Party's own economic policies, which has forced the local governments to become economically self-reliant. Consequently, the local governments have allowed the private and state-owned industries to plunder farming land and residential areas, leading to the dispossession of land by local owners. In the wake of widespread civic protests in the 2000s, the courts often acquiesced to local elites rather than redress citizens' grievances, which would necessitate reforms in the justice system for achieving social order and stability. The article recommends that to facilitate harmonious social progress and stability in China the system as a whole needs to address the engrained deficiencies in the administration of justice.Full Tex
Implementing the One-Third Curriculum Policy in Transnational Higher Education Programs in China: A Multiple Case Study of Chinese Host Universities
No full textThis multiple case study is a strategic response to the increasing literature on transnational
higher education (TNHE) programs in host countries such as China. The study focuses
on one particular aspect of TNHE in China: implementing the One-Third Curriculum
Policy introduced by China’s Ministry of Education (MoE). According to this policy,
TNHE programs in China are required to import at least one third of the courses or
curricular elements from foreign partner universities. Despite the MoE’s good intentions,
it is acknowledged that the policy is difficult to implement in local Chinese universities.
However, evidence to date in the literature regarding this difficulty seems to be anecdotal,
with little empirical data available to systematically explain why and how this curriculum
policy implementation has been ineffective.
To investigate this problem, this thesis aims to ascertain multi-level factors impeding the
effective implementation of the One-Third Curriculum Policy in TNHE programs hosted
at local Chinese universities. In doing so, the study provides insights into the development
of critical elements or frameworks required to overcome the impediments and bridge the
gap between policy ideals and local practices. The overarching research question is: What
key elements or frameworks need to be in place in TNHE programs in China to overcome
the barriers to the effective implementation of the One-Third Curriculum Policy at local
Chinese universities?
To gain rich and in-depth data, I used a triangulation of methods including document
analysis, student questionnaires, and semi-structured interviews with academic and administrative staff. To guide data collection and analysis, I developed a crossdisciplinary
analytical framework based on the insights from curriculum theories,
implementation studies, and organisational learning theories. With purposeful and
snowball sampling strategies, four local Chinese universities were identified as the case
study sites, where 205 students and 14 staff from five undergraduate TNHE programs
were recruited as participants and key informants.
Qualitative content analysis of the data revealed disparate practices of TNHE curriculum
policy implementation in local contexts. None of the Four One-Third Rules specified in
the One-Third Curriculum Policy was fully implemented at the four case study
universities. In particular, the fourth rule (i.e., foreign faculty are required to undertake at
least one third of the total teaching hours in the program) appeared to be the most difficult
requirement to fulfil. A total of 12 factors at individual, organisational and societalenvironmental
levels emerged as the most prominent barriers to the effective
implementation of the TNHE curriculum policy at local Chinese universities. In response
to the findings, and to conclude the study, a three-dimensional framework of key elements
was accordingly developed in the hope of assisting local Chinese universities in
overcoming these impediments and improving the overall quality of TNHE programs in
China.
Unveiling a dynamic interplay of policy, people and contexts in TNHE in China, the
findings, in particular, the three-dimensional framework of key elements developed in the
study, are arguably of empirical and practical value to those involved or interested in the
fields of internationalisation of higher education and transnational higher education.Thesis (PhD Doctorate)Doctor of Philosophy (PhD)School of Hum, Lang & Soc ScArts, Education and LawFull Tex
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Civilising Citizens in Post-Mao China: Understanding the Rhetoric of Suzhi
No full textThis thesis studies the prevailing suzhi discourse in post-Mao China. It addresses two
main research questions: (1) What are the processes through which suzhi has
developed as a state discourse? (2) What is the underlying cultural, philosophical and
psychological foundation that propels suzhi discourse? Through an examination of
the process of the developments of suzhi and suzhi jiaoyu, this thesis seeks to
understand patterns and rationalities underpinning suzhi discourse in politics and
education, and how political discourse and the ideology behind that discourse
infiltrates the psyche of citizens and those who govern citizens in post-Mao China.
This thesis argues that as a prevalent political and cultural idea, suzhi provides a
window into the psychological logic and rationale of current day political thinking in
China about how a government enlists a civilising program in their quest for national
development, modernity and prosperity. This thesis introduces the concept of
transformational citizenship as a means of understanding how a political rationale
prioritises transforming citizens through education and civilising projects.
Transformational citizenship is defined as a type of citizenship that presumes an
inadequate citizen and emphasises the necessity and possibility of transforming
through practice and learning a citizen’s embodied qualities and thought patterns
into the essential qualities and thought patterns required of a responsible and eligible
citizen.Thesis (PhD Doctorate)Doctor of Philosophy (PhD)School of HumanitiesArts, Education and LawFull Tex
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