As Asian education systems increasingly take on a stronger presence
on the global educational landscape, of special interest is an
understanding of the ways in which many of these states direct
their schools towards higher achievement. What is missing, however,
are accounts that take seriously the particular construction of the
strong, developmental state witnessed across many Asian societies,
and that seek to understand the politics and possibilities of
curriculum change vis a vis precisely the dominance of such a
state. By engaging in analyses based on some of the best current
social and cultural theories, and by illuminating the interactions
among various state and non-state pedagogic agents, the chapters in
this volume account for the complex post-colonial, historical and
cultural consciousnesses that many Asian states and societies
experience. At a time when much of the educational politics in Asia
remains in a state of transition and as many of these states seek
out through the curriculum new forms of social control and novel
bases of political legitimacy, such a volume offers enduring
insights into the real if not also always relative autonomy that
schools and communities maintain in countering the hegemonic
presence of strong states.
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