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Hanfu has been the Han ethnic costume in Chinese history. This study explores the travel motivation and experience of Hanfu tourists by conducting qualitative research on Hanfu tourists through photo-elicitation interviews with 25 participants covering four study regions, including the mainland of China, Taiwan, Malaysia, and Singapore. The results reveal seven motivations drive Hanfu tourists: (1) personal hobby, (2) seeking cultural identity, (3) social belonging, (4) Hanfu tourist photography, (5) career need, (6) influence on Hanfu movement, and (7) free space for wearing Hanfu created by tourism. Additionally, the seven types of Hanfu tourist experiences are (1) social experience, (2) cultural experience, (3) Hanfu performance experience, (4) nonvisual sensual experience, (5) learning experience, (6) challenge experience, and (7) pilgrimage experience. This study further furnishes theoretical and managerial implications as a reference for destination marketing targeting Hanfu tourists.

Tingting Qi's chapter titled, “Moving toward Decentralization? Changing Education Governance in China After 1985,” provides the historical and policy context for the volume. This chapter integrates the post-1978 Chinese educational reforms into the socioeconomic context of China. The special contribution of this chapter is that it explores the complexity of educational decentralization in China through an in-depth analysis of changes in education finance, administration, and curriculum. Qi reviews prior studies, government documents, laws, and regulations related to Chinese education reform since 1978 within the context of education decentralization in China. Qi also demonstrates that China's educational policy reforms are moving China toward “centralized decentralization” because decentralization is driven by a common, centralized national goal of economic modernization. The chapter presents evidence that “centralized decentralization” is a strategic maneuver that maintains centralized control while providing the reform legitimacy of decentralization. By focusing on decentralization as the core of Chinese educational policy reforms, this chapter situates the following chapters within the social, cultural, and political context of post-1978 China.