Confucian revival and the hybrid educational narratives in contemporary China: a critical rethinking of scale in globalisation and education

Wu, Jinting

doi:10.1080/14767724.2018.1558048

Cited by 10 publications

(6 citation statements)

References 34 publications

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“…The teacher leaders in this book contend with issues of neoliberal education policies, equity, and power dynamics within and around their learning environments. I, too, contend with similar issues within my educational setting in China (e.g., Feng, 2021;Wu, 2019). Other educators in different places likely will find similar connections with the issues the authors present.…”

mentioning

confidence: 67%

A Cross-Cultural Consideration of Teacher Leaders’ Narratives of Power, Agency, and School Culture: England, Jamaica, and the United States Book Review

Robinette

2022

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mentioning

confidence: 67%

A Cross-Cultural Consideration of Teacher Leaders’ Narratives of Power, Agency, and School Culture: England, Jamaica, and the United States Book Review

Robinette

2022

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“…In the Chinese education context, the Confucius educational model, which focuses on listening, thinking, reflecting, and applying provides a broad scope of application in the resurgent cultural nationalism and educational hybridity in contemporary China (Wu, 2018). This process has been impacted by globalization in Chinese educational reform over the past three decades.…”

Section: Teaching and Learning In A Globalized Worldmentioning

confidence: 99%

Toward Engaging Difference in a Globalized World

MacDonald

Liu

Roy

et al. 2021

IJDS

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Aim/Purpose: This paper reflects on participation in an International Doctoral Research Seminar, held in Beijing, China, to consider what it means to locate difference and make meaning in a globalized world in relation to teaching and learning. Background: The impetus for our inquiry stems from our shared experience at the seminar, which brought together 12 graduate students and six faculty members from three universities. We came with diverse life stories, educational and professional experiences, and research interests. Alongside presentations and school visits, some students questioned how teaching and learning practices differ in China compared to their experiences in Canada. Methodology: We employ an interpretive approach which allows us to revisit our individual stories and to explore different views of meaning-making in a globalized context. Specifically, two authors, positioned by different backgrounds (Chinese and Canadian), share their life histories and experiences for wider dialogue with other delegation members. We consider their experiences at various levels of education (K-12, leading up to graduate school, and at the doctoral seminar) as a mode of generating dialogue around the different contexts in relation to teaching and learning. Contribution: Our article contributes to the area of globalizing teaching and learning. We invite students and educators to revisit their lived experiences and advocate for daily practices that might defy sameness caused by the forces of globalization to instead contribute to epistemological diversity and tolerance. Findings: Through the process of unpacking the lived experiences of the two authors, we encounter the complexities of already being products of a globalized world. We reveal how a singular normative mode of knowing is perpetuated in many educational institutions. Difference, however, was located in the nuances of our stories. Thus, cultivating a practice of paying attention to the dynamic forms of knowing as they emerge can be a process of unlearning sameness toward rich meaning-making. Recommendations for Practitioners: We challenge educational practitioners to reflect on the ways in which meaning is, and can be, generated to resist uniformity and honor the lived experiences of students. We offer an opening to engage in narrative opportunities to promote dialogue and facilitate collaboration. Recommendation for Researchers: We open possibilities to consider a different ethic for generating meaning that resists overpowering global powers and honor local knowledge. Impact on Society: Our article provides an interpretive lens of global meaning-making to discuss critical social, cultural, and ecological dilemmas facing humanity through individuals’ narratives and life histories. Future Research: Future research will inquire into practical and ethical considerations that might play out in local settings (lectures, seminars, assessments, research proposals) and global collaborations, such as future doctoral seminars, to confront western exclusivity.

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“…This can provide a number of key benefits to students, as they can get opportunity of carving their own research and developing leadership as well as independence. In an education sector, the resources provided to students and the legitimacy conferred through securing a competitive grant can be used as a mechanism of positive feedback and it can help in socializing the student deeply in to the field and sparking further research productivity (Wu, 2019). In addition to this, Yemini, Goren, and Maxwell (2018) argued that as per organizational standpoint, financial autonomy for graduate students can help in adding advantages for their institution, as availability of internal funds can be used for funding students in R&D projects.…”

Section: B Research and Development And Quality Of Educationmentioning

confidence: 99%

Determinants of Quality Education in Asian Countries: Impact of Social Globalization, Happiness and Research and Development

Jermsittiparsert¹,

Sriyakul²

2020

JSSI

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The importance of education has been increasing with the passage of time because of increase in demand of educated people in several sectors of a country. In this regard, the author has selected three aspects i.e. social globalization, happiness and R&D for the purpose of checking their impact on quality of education in the country. To serve this purpose, the author has gathered data from reliable sources in context of some Asian countries for 27 years and has applied some relative tests and techniques for its analysis. These tests include unit root test, cointegration test and coefficient estimation test. The results of these tests have been presented in different tables present in the study. These results indicate that there is significant impact of happiness, social globalization and per capita income on quality of education, but the impact of happiness and literacy rate are found to be insignificant. After these results, the author has discussed some important implications of the study. Some notable limitations have also been discussed along with the suggestions and recommendations by the author for improvement purposes.

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Confucian revival and the hybrid educational narratives in contemporary China: a critical rethinking of scale in globalisation and education

Cited by 10 publications

References 34 publications

A Cross-Cultural Consideration of Teacher Leaders’ Narratives of Power, Agency, and School Culture: England, Jamaica, and the United States Book Review

A Cross-Cultural Consideration of Teacher Leaders’ Narratives of Power, Agency, and School Culture: England, Jamaica, and the United States Book Review

Toward Engaging Difference in a Globalized World

Determinants of Quality Education in Asian Countries: Impact of Social Globalization, Happiness and Research and Development

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