The People’s Republic of China (PRC) was founded as a communist state in 1949 within the framework of the collective leadership model under the Communist Party of China (the single-party system in China). After experiencing sociopolitical and economic changes, the PRC has moved to the free market economy of globalisation in the global age. The evolution of Chinese politics and the economic system has resulted in more diversity and changes in school education, along with struggles to adjust to these changes. Along this line, this chapter will examine the complex relationship between the politics of diversity, Confucianism, and creativity education, particularly in response to the views of Chinese teachers from Beijing via in-depth, semi-structured individual interviews on the implementation of a creativity policy in school music education. Based on current education policies and the interview data collected for this study on the examination of the nature of creativity, this chapter will conclude with a discussion of how school music education may help initiate a dialogue on the politics and nature of creativity and cultural identity in response to the challenges of contemporary political and cultural values between creativity and Confucianism that prevail in the global age of China.
|Title of host publication||The Politics of Diversity in Music Education|
|Editors||Alexis Anja Kallio, Heidi Westerlund, Sidsel Karlsen, Kathryn Marsh, Eva Sæther|
|Number of pages||15|
|ISBN (Print)||9783030656164, 9783030656195|
|Publication status||Published - 20 Mar 2021|
|Name||Landscapes: the Arts, Aesthetics, and Education|