Curriculum Research in Mainland China

Jia-fang, Liu

doi:10.1007/978-94-6209-359-1_5

Cited by 1 publication

(2 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…These criticisms remind us of the asymmetric power relations and the point that human rights, cultural diversity, justice, and injustice should be considered in the curriculum (Osler, 2015). Australia, Canada and the United States (Alismail, 2016;Muchenje & Heeralal, 2016), Taiwan (Wang & Ho, 2012), China (Jiafang, 2013;Daishu, 2009), Turkey (Cirik, 2014), South Korea (Denis, 2011) and Norway (Sarraj, Bene & Burley, 2015) are trying to help these challenges by strengthening national and local concepts. Localization demands the dissemination, adaptation and growth of the paradigm of knowledge, technology, behavioral norms, cultural and local values in a specific situation and a response to the phenomenon of globalization (Moradipour, 2017).…”

Section: Introductionmentioning

confidence: 99%

“…In the Theory of Birdcage (Moradipour, 2017), traditions and local elements should be placed as the bases in the training principles (Nasrabadi et al, 2013). In the Theory of Fungus China (Jiafang, 2013;Daishu, 2009), Turkey (Cirik, 2014), global knowledge must remove the needs of local people. Finally, according to the Theory of Amoeba Mulla and Adib, 2017), the growth and development of local knowledge depends on the useful use of global knowledge (Qassempour Dehaghani, Jafari, and Liaghatdar, 2011).…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

A Teachers Perception on Localization of Curriculum with Emphasis on Social Studies Lesson

Laeen¹,

Ayati²,

Sani³

et al. 2019

IJHE

View full text Add to dashboard Cite

The aim of this study understands teacher perceptions of the localization of curriculum of primary school. on the social Study Lessons. The methodological approach of this study is to investigate phenomenology as a qualitative method. The potential contributors were the native teachers of the Kalat city (Laeenno) in the 1397 which 19 participant were selected.. Data were collected using face-to-face interviews and were analyzed by Glaserian seven phases. Reliability was achieved through three criteria: being acceptable, being trustful and verifiability. The findings show that the current performance of students end up in lack of incentive, leaving school, shallow learning, the inefficiency of current performance of teachers, interruptions in communication, One-way interaction, and the challenges of localization is denial of the cultural diversity of politicians, non-native content (centralized knowledge), Lack of in-service courses, the time challenge, recruiting non-native teachers, the lack of comprehensive studies of sub-cultivated areas, immigration, executive challenge, School space and lack of a template from native syllables, and the consequences of localization for teachers is contentment of teaching, Creating and improving communication and promoting native culture, and the consequences of localizing for students is: protecting from native culture, Creating a motivation to learn and absorb and stay in the classroom and school. Finally, teachers' strategies about localization of Klein’s nine elements in the curriculum of social studies were identified.

show abstract