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This book offers a geographically unique cultural comparative lens
to examine the issue of transnational curriculum knowledge
(re)production. Prompted by the ongoing competency-based curriculum
reforms on a global scale, this book examines where global
frameworks like the OECD's core competency definitions are rooted
and how they are borrowed, resisted, and/or re-contextualized in
various European states with a Christian, foremost Protestant
educational-cultural heritage and Asian countries with a Confucian
educational-cultural heritage. It highlights the roles that various
factors, such as history, culture, religious attitudes, ideology,
and state governance play in nation-states' re-contextualization of
global curriculum policies and practices beyond a simplistic and
dualistic globalism/power and nationalism/resistance dynamic. In
doing so, it provides a global context to better understand
individual nation-state's continuing curriculum reforms and school
practices. At the same time, it situates individual nation-state's
latest curriculum reforms and practices within an international
community for healthy dialogues and mutual sharing. By selecting
two educational-cultural systems and wisdom-Christian-Protestant
and Confucian-it also offers a springboard for international
curriculum studies beyond the usual confinement of geopolitical
nation-state constructs. It not only sheds new light on each
nation-state's curriculum policies and practices, but also creates
new collaboration spaces within similar and across disparate
cultural-educational regions. With its wide geopolitical and
educational-cultural scope, this book appeals to a global market
and can be used in a variety of undergraduate and graduate courses
in comparative education, history of education, curriculum theory,
school and society, and curriculum history.
This volume uncovers the colonial epistemologies that have long
dominated the transfer of curriculum knowledge within and across
nation-states and demonstrates how a historical approach to
uncovering epistemological colonialism can inform an alternative,
relational mode of knowledge transfer and negotiation within
curriculum studies research and praxis. World leaders in the field
of curriculum studies adopt a historical lens to map the
negotiation, transfer, and confrontation of varied forms of
cultural knowledge in curriculum studies and schooling. In doing
so, they uniquely contextualize contemporary epistemes as
historically embedded and politically produced and contest the
unilateral logics of reason and thought which continue to dominate
modern curriculum studies. Contesting the doxa of comparative
reason, the politics of knowledge and identity, the making of
twenty-first century educational subjects, and multiculturalism,
this volume offers a relational onto-epistemic network as an
alternative means to dissect and overcome epistemological
colonialism. This text will benefit researchers, academics, and
educators with an interest in curriculum studies as well as the
study of international and comparative education. Those interested
in post-colonial discourses and the philosophy of education will
also benefit from the volume.
This volume uncovers the colonial epistemologies that have long
dominated the transfer of curriculum knowledge within and across
nation-states and demonstrates how a historical approach to
uncovering epistemological colonialism can inform an alternative,
relational mode of knowledge transfer and negotiation within
curriculum studies research and praxis. World leaders in the field
of curriculum studies adopt a historical lens to map the
negotiation, transfer, and confrontation of varied forms of
cultural knowledge in curriculum studies and schooling. In doing
so, they uniquely contextualize contemporary epistemes as
historically embedded and politically produced and contest the
unilateral logics of reason and thought which continue to dominate
modern curriculum studies. Contesting the doxa of comparative
reason, the politics of knowledge and identity, the making of
twenty-first century educational subjects, and multiculturalism,
this volume offers a relational onto-epistemic network as an
alternative means to dissect and overcome epistemological
colonialism. This text will benefit researchers, academics, and
educators with an interest in curriculum studies as well as the
study of international and comparative education. Those interested
in post-colonial discourses and the philosophy of education will
also benefit from the volume.
With a focus on the role of discourse and language in education,
this book examines China's educational reform from an original
perspective that avoids mapping on Westernized educational
sensibilities to a Chinese environment. Zhao untangles the
tradition-modernity division expressed in China's educational
language about the body and teacher-student difference. Exploring
the historical and cultural implications of the ways China's
schooling is talked about and acted upon, Zhao argues that Chinese
notion "wind" (feng) is a defining aspect of Chinese teaching and
learning. Incorporating Western and Chinese literature, this book
explores the language of education, curriculum, and knowledge on a
cross-cultural landscape and as cultural inscriptions.
This book offers a geographically unique cultural comparative lens
to examine the issue of transnational curriculum knowledge
(re)production. Prompted by the ongoing competency-based curriculum
reforms on a global scale, this book examines where global
frameworks like the OECD's core competency definitions are rooted
and how they are borrowed, resisted, and/or re-contextualized in
various European states with a Christian, foremost Protestant
educational-cultural heritage and Asian countries with a Confucian
educational-cultural heritage. It highlights the roles that various
factors, such as history, culture, religious attitudes, ideology,
and state governance play in nation-states' re-contextualization of
global curriculum policies and practices beyond a simplistic and
dualistic globalism/power and nationalism/resistance dynamic. In
doing so, it provides a global context to better understand
individual nation-state's continuing curriculum reforms and school
practices. At the same time, it situates individual nation-state's
latest curriculum reforms and practices within an international
community for healthy dialogues and mutual sharing. By selecting
two educational-cultural systems and wisdom-Christian-Protestant
and Confucian-it also offers a springboard for international
curriculum studies beyond the usual confinement of geopolitical
nation-state constructs. It not only sheds new light on each
nation-state's curriculum policies and practices, but also creates
new collaboration spaces within similar and across disparate
cultural-educational regions. With its wide geopolitical and
educational-cultural scope, this book appeals to a global market
and can be used in a variety of undergraduate and graduate courses
in comparative education, history of education, curriculum theory,
school and society, and curriculum history.
With a focus on the role of discourse and language in education,
this book examines China's educational reform from an original
perspective that avoids mapping on Westernized educational
sensibilities to a Chinese environment. Zhao untangles the
tradition-modernity division expressed in China's educational
language about the body and teacher-student difference. Exploring
the historical and cultural implications of the ways China's
schooling is talked about and acted upon, Zhao argues that Chinese
notion "wind" (feng) is a defining aspect of Chinese teaching and
learning. Incorporating Western and Chinese literature, this book
explores the language of education, curriculum, and knowledge on a
cross-cultural landscape and as cultural inscriptions.
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