ABSTRACT This article reconsiders the role of citizenship illiteracies in citizenship education, particularly in challenging contexts where direct confrontation is untenable. Traditionally, citizenship education often equates citizenship literacies with positive civic engagement, overlooking the potential value of illiteracies as forms of resistance. By conceptualizing ‘performing illiteracies’—a strategic, voluntary withdrawal from accepting government‐promoted literacies—the article argues that such illiteracies can serve as covert no‐saying, enabling individuals to challenge oppressive narratives without overt confrontation. Utilizing Hong Kong's national education literacies as a case study, the article illustrates how students and educators can engage in resistance through nuanced strategies that protect their identities and values. This framework not only highlights the importance of recognizing illiteracies as a legitimate form of dissent but also provides practical implications for citizenship education in various socio‐political contexts. Ultimately, this article advocates for a broader understanding of citizenship education that incorporates both literacies and illiteracies, fostering sustainable resistance and contributing to the pursuit of a more inclusive and just society.
Jason Cong Lin (Sun,) studied this question.
Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context: