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Patriotic education plays a crucial role in the national policies of many countries, focusing on students as the primary beneficiaries and educational institutions as the main platforms for its implementation. Despite its importance, there is limited research on how students engage with patriotic initiatives. This study explores how patriotic discourse is embedded in institutions and becomes entangled with institutional power and affective forces. It draws on data generated through an ethnography that explores the lived experiences of 21 young Chinese women attending university. Employing Foucauldian notions of discourse, power/knowledge, and subjectivity alongside gender and affect theories, this study investigates patriotic discourse within educational sites and students' affective responses towards it. This study elucidates the 'everydayness' and ubiquitous nature of patriotic discourse in educational institutions. Additionally, it indicates that while students may exhibit positive affective responses, unexpected emotions can arise, shedding light on how students negotiate with patriotic pedagogical discourse.
Wenfei Li (Thu,) studied this question.