Abstract:Her research focuses on intimate and gendered histories of the contact zone in new world settler-colonial societies, incorporating transnational perspectives. Currently involved in a cross-cultural collaborative project with Indigenous communities in Australia and the United States, as well as a longitudinal intergenerational study with the Ngukurr community of South East Arnhem Land, her research pursues decolonising methodologies through a partnership approach to ethnography.
“…Transnational histories often draw upon micro histories of marginalised groups in Indigenous, Eastern and Southern settings (e.g. Allen, 2009) to demonstrate the “way intimate biographical traces […] shed light on the transnational nature of localised colonial histories” (Hughes, 2012, p. 269). Informed by feminist and Indigenous standpoint theory, these neglected histories work with evidence from “the margins in order to critique, disrupt and displace the “centre” (Hughes, 2012, p. 270).…”
Section: Introductionmentioning
confidence: 99%
“…Allen, 2009) to demonstrate the “way intimate biographical traces […] shed light on the transnational nature of localised colonial histories” (Hughes, 2012, p. 269). Informed by feminist and Indigenous standpoint theory, these neglected histories work with evidence from “the margins in order to critique, disrupt and displace the “centre” (Hughes, 2012, p. 270). Life history methodologies illustrate Tamboukou’s (2010, p. 124) argument that “not only do individual human lives enter the discourse of history […] but actually their life stories are creating conditions of possibility for history itself”.…”
Purpose
The purpose of this paper is to provide a micro historical account of the work of a key Chinese educational reformer, Tao Xingzhi (1891–1946), who transformed educational ideas from John Dewey to effect social and cultural change in 1920s–1940s China.
Design/methodology/approach
This paper examines English and Chinese language sources, including Tao’s poetry, to present a fresh analysis of Tao’s epistemological life history. It draws upon transnational historical approaches to chart the multidirectional circulation of progressive education philosophies around the globe. It also explores some conceptual dimensions of Chinese historical thinking and historiographical strategies.
Findings
Tao Xingzhi engaged in critical intercultural knowledge exchange in implementing educational reforms in China. He blended and critiqued Chinese and Deweyian educational philosophies to create unique educational reform, which involved reversing some of Dewey’s approaches as well as adapting others.
Originality/value
This paper foregrounds Tao Xingzhi’s agency in transforming some of Dewey’s ideas in the Chinese context and challenges studies that adopt an “impact-response” approach to Tao’s contribution, which suggest a one-way flow of knowledge from a “modern” West to a “traditional” China. It brings hitherto unexplored Chinese language sources to an English-speaking audience, particularly Tao’s poetry, to gain new historical insights into Tao’s educational reforms. It contributes to transnational understandings of the multidirectional flows of knowledge about Progressive educational philosophies around the world.
“…Transnational histories often draw upon micro histories of marginalised groups in Indigenous, Eastern and Southern settings (e.g. Allen, 2009) to demonstrate the “way intimate biographical traces […] shed light on the transnational nature of localised colonial histories” (Hughes, 2012, p. 269). Informed by feminist and Indigenous standpoint theory, these neglected histories work with evidence from “the margins in order to critique, disrupt and displace the “centre” (Hughes, 2012, p. 270).…”
Section: Introductionmentioning
confidence: 99%
“…Allen, 2009) to demonstrate the “way intimate biographical traces […] shed light on the transnational nature of localised colonial histories” (Hughes, 2012, p. 269). Informed by feminist and Indigenous standpoint theory, these neglected histories work with evidence from “the margins in order to critique, disrupt and displace the “centre” (Hughes, 2012, p. 270). Life history methodologies illustrate Tamboukou’s (2010, p. 124) argument that “not only do individual human lives enter the discourse of history […] but actually their life stories are creating conditions of possibility for history itself”.…”
Purpose
The purpose of this paper is to provide a micro historical account of the work of a key Chinese educational reformer, Tao Xingzhi (1891–1946), who transformed educational ideas from John Dewey to effect social and cultural change in 1920s–1940s China.
Design/methodology/approach
This paper examines English and Chinese language sources, including Tao’s poetry, to present a fresh analysis of Tao’s epistemological life history. It draws upon transnational historical approaches to chart the multidirectional circulation of progressive education philosophies around the globe. It also explores some conceptual dimensions of Chinese historical thinking and historiographical strategies.
Findings
Tao Xingzhi engaged in critical intercultural knowledge exchange in implementing educational reforms in China. He blended and critiqued Chinese and Deweyian educational philosophies to create unique educational reform, which involved reversing some of Dewey’s approaches as well as adapting others.
Originality/value
This paper foregrounds Tao Xingzhi’s agency in transforming some of Dewey’s ideas in the Chinese context and challenges studies that adopt an “impact-response” approach to Tao’s contribution, which suggest a one-way flow of knowledge from a “modern” West to a “traditional” China. It brings hitherto unexplored Chinese language sources to an English-speaking audience, particularly Tao’s poetry, to gain new historical insights into Tao’s educational reforms. It contributes to transnational understandings of the multidirectional flows of knowledge about Progressive educational philosophies around the world.
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