State Legitimation and Its Incorporation of Ideological-Political Education Teachers in China, 1979–2023

This study explores the Chinese state’s endeavor to reinforce its legitimacy in the domain of education during the reform era, focusing on school ideological-political education as a key vehicle. It examines the incorporation of ideological-political education teachers into the state’s legitimation project. Analysis of data from official documents and teacher interviews reveals that the incorporation process involves both state-driven and teacher-driven activities. The former involves role theorization within curricular and policy discourses and socialization within the framework of teacher professionalization, highlighting the integration of paternalism and professionalism. The latter includes mutual socialization, role adaptation, and instructional customization in professional practice, facilitated by the discourse of professionalism. The study holds implications for research on China’s governance legitimacy, institutional theory, teacher studies, and Chinese citizenship education.