The Tiananmen Square Demonstrations of 1989, the Taiwanese independence movement and the claims for Tibetan Sovereignty, collectively referred to as the Three Ts, are issues suppressed and censored within the Peoples Republic of China (PRC). The two research questions which anchored this thesis were 1) How is knowledge related to Tiananmen Square, Taiwan, and Tibet communicated? 2) To what degree does the government censored discourse involving Tiananmen Square, Taiwanese independence, and Tibetan sovereignty affect citizen perceptions of government and their role as citizens? To understand this phenomenon, a thorough literature review outlined the socio-cultural foundations of the PRC, the Chinese educational system, the historical background related to each of the Three Ts, and an overview of the Chinese media. An initial process of inductive grounded theory data collection, coding, and analysis yielded a categories and subcategories explaining the phenomenon from participant voices. Next, the grounded theory deductively coded through the lens of discursive analysis, cultural reproduction, and symbolic violence. The findings discussed how 11 Chinese citizens perceived these events and through which means was their knowledge of these events constructed. The core category, censorship, anchored the findings for both research questions. Regarding how knowledge of the Three Ts was communicated, categories of educational pedagogical authority, media pedagogical authority, and family and community pedagogical authority organized the findings. Regarding the second research question, subcategories of perceptions of the education system, lack of critical thinking, academic and social pressure, Internet, Japan, special treatment of minority groups, perceptions of government, and the role of democracy created a holistic understanding of a complex socio-cultural context.