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A key objective of education in China is to cultivate one’s moral
values, with the ultimate objective of becoming fully human
(做人). Unlike the “West,” which regards moral cultivation as
related to but separate from citizenship cultivation, East Asia
(including China) views moral and citizenship cultivation as
synonymous. The essays in this book offer various perspectives on
and understandings of Chinese citizenship and education by a group
of scholars of Chinese heritage situated inside and outside of
China. They offer compelling evidence and rich theoretical
discussions about the practice of teaching citizenship in the state
education, the interplay between citizenship and China’s cultural
and religious traditions, and the construction of citizenship from
the groups from marginal positions. The book uses citizenship as a
lens to examine the pressing issues of identity, democracy,
religion and cosmopolitanism and sheds new light on China’s
ongoing social and educational changes. Thinking through
citizenship and citizenship education may act as an important
driving force to transform the culture and paradigms of governance
in China and the new meanings of becoming fully human. This book
will be of interest to researchers and advanced students of
Education, Politics, Sociology and Public Policy. The chapters in
this book were originally published in various Routledge journals.
Over the last two decades, the range of curricular offerings in
Singapore has diversified almost beyond the ability of teacher
preparation systems to cope. Teacher training has evolved from
informal to formal, and from multiple 'providers' to a single
institution responsible for pre-service teacher education. Teacher
Preparation in Singapore is a non-celebratory and
non-institution-based account of teacher preparation written with a
critical academic lens. Contributing to the historiography of
Singapore, as well as to the general history of teacher education,
this book discusses the history of teacher preparation in Singapore
from the colonial era, when Singapore was the centre of British
Malaya, to the present day. It includes the pre-professional era of
an informal approach to teacher education before the establishment
of formal teacher training, the role of the colonial state and
post-colonial state in the provision of teacher education, and
issues such as policy borrowing, diffusion of educational
philosophies, and developments paralleling those in the United
Kingdom and elsewhere. This is a relevant and important book for
researchers of education history, comparative and international
education, and teacher education in Singapore.
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