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It examines why Western-style education in China has not produced stronger student desires for democratisation. Using system justification theory, the analysis attributes limited democratic mobilisation to behavioral control and CCP endorsed national pride, while culturally grounded social harmony appears less evident than expected.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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does the study define democracy in relation to universal suffrage and authority?","Question",{"text":62,"@type":63},"Democracy is described as a government system based on universal suffrage and rule by the people, contrasted with authoritarianism and totalitarianism.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"Why does the study argue that Western-style education in China does little to inculcate revolutionary movements?",{"text":67,"@type":63},"It argues that behavioral control by Chinese authorities limits student democratic desire, including the promotion of CCP endorsed notions of national pride and ambitions for socioeconomic reward.",{"name":69,"@type":60,"acceptedAnswer":70},"What evidence does the study cite about China’s political context and public criticism?",{"text":71,"@type":63},"It describes the absence of allowed party membership beyond the Communist Party framework and notes severe punishment for public criticism, illustrated by cases involving writers sentenced to prison terms.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},594557,1792811906,{"code":4,"msg":81,"data":82},"success",[83,87,91,95,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & 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\nAndrys Onsman University of Melbourne  \nJackie Cameron University of Stirling  \nThere is substantial evidence that supports the theory that higher education and democracy are highly correlated. Throughout modern history, students have been at the forefront of democratic movements, including the 1989 pro-democracy uprising in China. Since then, and despite the increased availability of Western-style education within and without its borders, China has bucked the trend. Using system justification theory as its theoretical framework, this study investigates why a Western-style education in China has done little to inculcate revolutionary movements. Findings indicate that a Western-style education does not facilitate student desire for democratisation in China because of the control imposed on student behaviour by Chinese authorities, including student subscription to Chinese Communist Partyendorsed notions of national pride and student ambition for postgraduate socioeconomic reward. Culturally grounded notions of social harmony were less evident than might have been expected.  \nDemocracy is usually understood to be a human rightsoriented system of government based on universal suffrage. Democracy is generally assumed to refer to rule by the people through direct and secret representation and is historically defined as being opposite to any form of authoritarianism and totalitarianism (Popper, 1971) . Hence, mainland China fits the definition of a non-democratic state because National Party Congress delegates are not elected by secret popular vote (Miles, 2011) but are, for all intents and purposes, decided by Communist Party allocation.  \nMoreover, China could also be construed as being a totalitarian state because its leaders conduct themselves under the ideological banner of communism, and while not everyone in the National Party Congress is a member of the Communist Party of China (CCP), no other party  \nmembership is allowed into the decision-making process and contestation of either the Congress or its membership is officially discouraged. Public criticism isnot allowed; when it does occur, it can result in severe punishment. In December 2011, for instance, Chen Xi was jailed for 10 years for writing a series of essays, published on websites outside China, criticising the Chinese government. At the same time another democracy campaigner, Chen Wei, was sentenced to nine years in a similar but unrelated case (Hennock, 2011) . But while China cannot be said to be a democracy by any accepted definition, Chinese officials occasionally use such terms as ‘socialist democracy’(China Daily, 2012), an oxymoron that ex-Premier Wen Jiabao used to describe a form of ersatz democratic government that does not guarantee basic human rights, doesn’t require the separation  \n4 Democracy and international higher education in China Tim Battin, Dan Riley & Alan Avery vol. 56, no. 2, 2014  \nA U S T R A L I A N U N I V E R S I T I E S ’ R E V I E W  \nof powers, doesn’t ensure freedom of speech and is not based on universal suffrage.  \nThere exists a growing body of scholarly work to support the proposition that more universally available and more internationally focused higher education within anon-democratic state may lead to increased student-led agitation for democratisation (Glaeser et al., 2006; Lipset, 1959, 1960) . More specifically, in their meta-analysis of survey data on the effectiveness factors of civic education, Gainous and Martens (2012) considered education to bethe most important in creating attitudes and values vital for a participant governance. Earlier, and somewhat prophetically, Zehra Arat (1988, p. 22) posited the idea that education with urbanisation and media growth are the essential factors for the creation of a desire for democracy in the Middle East:  \nUsing survey data from Middle Eastern countries, Lerner","cbCaijFLGqE7RoPV","https://ap.wps.com/l/cbCaijFLGqE7RoPV","pdf",210684,"English","# Democracy and international higher education in China\n## Definitions and characterizations of democracy\n## Why Western-style education may not foster democratisation","[{\"question\":\"How does the study define democracy in relation to universal suffrage and authority?\",\"answer\":\"Democracy is described as a government system based on universal suffrage and rule by the people, contrasted with authoritarianism and totalitarianism.\"},{\"question\":\"Why does the study argue that Western-style education in China does little to inculcate revolutionary movements?\",\"answer\":\"It argues that behavioral control by Chinese authorities limits student democratic desire, including the promotion of CCP endorsed notions of national pride and ambitions for socioeconomic reward.\"},{\"question\":\"What evidence does the study cite about China’s political context and public criticism?\",\"answer\":\"It describes the absence of allowed party membership beyond the Communist Party framework and notes severe punishment for public criticism, illustrated by cases involving writers sentenced to prison terms.\"}]","A U S T R A L I A N U N I V E R S I T I E S ’ R E V I E W - Democracy and international higher education in China - Andrys Onsman University of Melbourne; Jackie Cameron University of Stirling | PDF",1792079384,25]