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Elucidating Confucian Heteronormativity: The Case of Chinese Schooling

DSEID
DSEID-001-2242705
DOI
10.1177/00380385251359765
Journal
Sociology
Publisher
SAGE Publications
Published
2026-4
Status
failed

Abstract

This article employs Confucianism and queer theory to examine the experiences of 25 LGBTQ schoolteachers in China. Drawing on the Confucian concept of li , understood as the normative regulation of social roles, and the queer notion of heteronormativity, I propose the novel concept of Confucian heteronormativity to better explain how gender and sexual norms are (re)produced and negotiated in societies shaped by Confucian values. Grounded in the case of Chinese schooling, I conceptualise Confucian heteronormativity as operating through three key features: the construction of social sameness, the role of elders as key agents in transmitting norms and the imposition of self-restraint on individuals. As schools are crucial sites for the (re)production of social norms, this hybridised framework contributes to sociology by expanding understandings of heteronormativity beyond western paradigms and addressing the cultural specificities of normativity in contemporary China and other Confucian-influenced contexts.

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Metadata

Title
Elucidating Confucian Heteronormativity: The Case of Chinese Schooling
Delta ID
DSEID-001-2242705
Authors
Weiyuan Wu
Abstract source
crossref
Source URL
https://journals.sagepub.com/doi/pdf/10.1177/00380385251359765
Access
open
Licence
cc-by-nc
PDF SHA-256
TEI SHA-256
GROBID

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Record history

WhenEventFieldOldNew
2026-06-18 19:37:53.011249+00:00identifier_assignedDSEIDDSEID-001-2242705