A Narrative Study of Thirty Years of Entrance Exam Reform in Shanghai

Li, Lifeng

doi:10.2753/ced1061-1932460102

Cited by 7 publications

(4 citation statements)

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“…After the establishment of the Nanking Nationalist Government in 1928, the ROC adopted the Wuchen School System (戊辰学制), which re-established the independence of the normal schools (Li, 1940, pp. 14–17) and strengthened the ideological censorship of textbooks.…”

Section: America As Teacher (1920s–1944)mentioning

confidence: 99%

Western educational historiography and the institutionalization of normal schools in modern China (1901–1944)

Chen

Wei

Yuefei

2020

HER

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PurposeThis paper traces the incorporation of western educational histories in the development of normal-school curricula during the late Qing Dynasty and the Republic of China (1901–1944). It uses publication networks to show how the study of comparative educational history facilitated the international circulation of knowledge in the teaching profession, and how the “uses” of educational history were shaped by larger geopolitical forces.Design/methodology/approachThis paper analyzes the international exchange of texts between normal schools in China and Japan and, subsequently, between normal schools in China and the United States. A database of 107 publications in the field of western educational history that were adopted in China reveals specific patterns of textual citation, cross-reference, and canon-formation in the field of educational historiography.FindingsWith conclusions derived from a combination of social network analysis and clustering analysis, this paper identifies three broad stages in China's development of normal-school curricula in comparative educational history: “Japan as Teacher,” “transitional period” and “America as Teacher.”Research limitations/implicationsStatistical analysis can reveal citation and reference patterns but not readers' understanding of the deeper meaning of texts – in this case, textbooks on the subject of western educational history. In addition, the types of publications analyzed in this study are relatively limited, the articles on the history of education in journals have not become the main objects of this study.Originality/valueThis paper uses both quantitative and qualitative methods to uncover the transnational circulation of knowledge in the field of comparative educational history during its formative period in China.

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Section: America As Teacher (1920s–1944)mentioning

confidence: 99%

Western educational historiography and the institutionalization of normal schools in modern China (1901–1944)

Chen

Wei

Yuefei

2020

HER

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“…CC60’s were given the opportunity for higher education when Mao’s death in 1976 ended the Cultural Revolution. Knowledge again became the core impetus of social modernization, with the reinstatement of the college entrance exam (Li, 2013). However, only 4 percent of high-school graduates over the prior 10 years would find places at institutions of higher education (Yahuda, 1979).…”

Section: Literature Reviewmentioning

confidence: 99%

The Chinese Cohort 60s and Japan: A journey of emotions

2018

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The Chinese outbound market exerts a substantial economic impact on the Japanese tourist industry. Yet history-inspired disputes between the two nations often cause fluctuations in the market. Through a qualitative inquiry with 27 interviewees, this study explores how the Chinese Cohort 60's memories of, and emotions toward, Japan have evolved in the past 60 years and how the interplay of memories and emotions explain the cohort's intention to visit Japan. Three subgroups emerged from the interview data, which exhibited different degrees of travel intention that were attributable to the variation of their memories of Japan. While all three subgroups held the declarative memory of the anti-Japanese war, regions of interviewees' origin and their family histories were found to be significantly related to their distinctive emotions toward Japan. A Memory-Emotion-Time framework is developed that illustrates how memory and emotion influence one's travel decisions in the context of history.

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“…Examples include curriculum reforms, changes in college admission systems and the popularity of the 5 + 4 + 3 educational structure (five years of primary education, four years of junior secondary education, and three years of senior secondary education) instead of the regular 6 + 3 + 3 scheme prevalent around the nation (Li, 2013;Tan, 2013;Zhang et al, 2014;Zhao, 2007). The focus of this paper is to explore Shanghai's experience of building its teaching profession while China has undergone a reconfiguration of the teacher-state relationship over decades-long educational reforms.…”

Section: Research Backgroundmentioning

confidence: 99%

“…The researchers seek to understand the reasons for its success and features unique to Shanghai's education system, for instance, the marriage of Chinese traditional values with modern mechanisms in educational governance (Zhang & Kong, 2012); the active roles played by the authorities and the deeply rooted performative culture among educational stakeholders (Tan, 2013); and a delicate balance of three aspects of education, namely selection, justice and independence (Deng & Zhao, 2014). The existing research suggests that a high-quality teaching force and comprehensive teacher training system play an essential role in Shanghai's educational achievement (Li, 2013;Zhang, Xu, & Sun, 2014). This raises a question about whether and how Shanghai, as one of the four metropolitan cities administrated directly by the central government and also among the wealthiest regions in China, has any distinct experience in building a teaching force relevant to reforming the teaching profession in China.…”

Section: Introductionmentioning

confidence: 99%

Configuration of the Teacher-State Relationship: The Shanghai Experience

2016

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As one of the most prominent cases of high performing education systems in Asia, Shanghai has received widespread attention in recent years. The existing literature has shown that the formation of a high performing education system in Shanghai is closely associated with the high-quality teaching force. The purpose of this paper is to explore the experience of Shanghai in configuring the teacher-state relationship and building the teaching profession against China's background of centralized education. Our analysis was framed around three key actors that have reshaped the relationship between teachers and State in the post-Mao era, including the establishment of teaching as a profession, schools, and the labor market. Based on policy analysis and empirical evidence from Shanghai, the research findings indicate Shanghai's own experience in building the teaching profession, teachers' professional well-being, and other subjective perceptions related to school management and the labor market.

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A Narrative Study of Thirty Years of Entrance Exam Reform in Shanghai

Cited by 7 publications

References 0 publications

Western educational historiography and the institutionalization of normal schools in modern China (1901–1944)

Western educational historiography and the institutionalization of normal schools in modern China (1901–1944)

The Chinese Cohort 60s and Japan: A journey of emotions

Configuration of the Teacher-State Relationship: The Shanghai Experience

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