Abstract
This study investigates three Chinese politics curriculum teachers' citizenship teaching in high school classrooms. Drawing on classroom observations and interviews in two high schools, the study found that the investigated teachers mainly used a knowledge transmission approach to teach a minimal citizenship and selectively taught the official discourse on citizenship education (CE). The study concludes that teachers’ practice of CE results from the interplay of social structures, mainly the structure of testing and the official discourse on CE, and teacher agency. It shows the sources and space for teachers to implement a meaningful CE in China.
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