Revisiting educational equity and quality in China through Confucianism, policy, research, and practice

Mu, Guanglun Michael; Zheng, Xunhua; Ning, Jia; Li, Xiaohua; Wang, Shaoyi; Chen, Yanchuan; He, Yong; May, Lyn; Carter, Merilyn; Dooley, Karen; Berwick, Adon; Sobyra, Angela; Diezmann, Carmel M.

doi:10.1007/s13384-013-0113-0

Cited by 30 publications

(11 citation statements)

References 28 publications

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“…An academic writing workshop has become a key component of recent doctoral forums, with the objective of nurturing co-publications among forum participants. This paper, similar to the ones published from previous forums (e.g., Li, Fox, & Davis, 2013;Mu & Jia, 2014;Mu et al, 2013), is an outcome of the collaborative learning and research of the 12 participants in the 2013 Forum. Figure 1 and the following vignette contain pictures and information to provide a snapshot of the 2013 Forum.…”

Section: Introductionsupporting

confidence: 59%

Generating Benefits and Negotiating Tensions through an International Doctoral Forum: A Sociological Analysis

Ning

et al. 2016

IJDS

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Workshops and seminars are widely-used forms of doctoral training. However, research with a particular focus on these forms of doctoral training is sporadic in the literature. There is little, if any, such research concerning the international context and participants’ own voices. Mindful of these lacunae in the literature, we write the current paper as a group of participants in one of a series of doctoral forums co-organised annually by Beijing Normal University, China and Queensland University of Technology, Australia. The paper voices our own experiences of participation in the doctoral forum. Data were drawn from reflections, journals, and group discussions of all 12 student and academic participants. These qualitative data were organised and analysed through Bourdieu’s notions of capital and field. Findings indicate that the doctoral forum created enabling and challenging social fields where participants accrued and exchanged various forms of capital and negotiated transient and complex power relations. In this respect, the sociological framework used provides a distinctive theoretical tool to conceptualise and analyse the benefits and tensions of participation in the doctoral forum. Knowledge built and lessons learned through our paper will provide implications and recommendations for future planning of, and participation in, the doctoral forum series and similar activities elsewhere.

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Section: Introductionsupporting

confidence: 59%

Generating Benefits and Negotiating Tensions through an International Doctoral Forum: A Sociological Analysis

Ning

et al. 2016

IJDS

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“…Foundations have been laid for ongoing academic dialogue and long-term collegial relationships and research partnerships between the universities. As an indication of the increasing potential of the partnership, the 2012 forum achieved a publication co-authored by all Australian and Chinese participants (Mu et al, 2013). The 2013 forum advanced this collaborative tradition with the development of two publications, this case study and a Bourdieusian analysis of relationships within the forum (Mu et al, in press).…”

Section: Forum Backgroundmentioning

confidence: 99%

Crossing International Boundaries through Doctoral Partnerships: Learnings from a Chinese-Australian Forum

Flynn¹,

Carter²,

Alford³

et al. 2015

IJDS

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International forums for doctoral students offer a fertile context for developing strategic partnerships between higher education institutions, as well as for building the intercultural capacity of early career academics. However, there is limited research investigating the benefits of international doctoral forum partnerships. This paper presents learnings from a recent international doctoral forum held in Beijing, China and attended by doctoral students and academics from Beijing Normal University (China) and Queensland University of Technology (Australia). Drawing on qualitative case study method and a model of boundary crossing mechanisms, we identify the beneficial outcomes of the forum. We describe how the forum arose from a strong ongoing partnership between the Education Faculties of Beijing Normal University and Queensland University of Technology. We then identify how, at the institutional and individual level, international doctoral forum participants can be challenged and benefit in four areas: collaboration, intercultural capacity, academic enhancement and program development. Implications for engaging successfully in international doctoral forum partnerships are also discussed.

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“…The promotion of educational equity through high-quality provision of education for disadvantaged groups can help to narrow the gap in educational quality currently existing in China (Mu et al, 2013). In this respect, special education largely addresses the issue of educational equity.…”

Section: Special Teacher Education In China 357mentioning

confidence: 99%

“…However, the decentralised model has marginalised, at least to a certain extent, the underdeveloped, rural, and remote areas. Due to the remarkable regional difference in educational resources (Mu et al, 2013), in-service training for special education teachers in these disadvantaged regions has fallen far behind. In this vein, the "National Scheme" aims to narrow the regional difference through a centralised training model.…”

mentioning

confidence: 99%

Revisiting the Trajectories of Special Teacher Education in China through Policy and Practice

2014

International Journal of Disability, Development and Education

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The preparation, recruitment, work, and career of teachers are important in education. This is no exemption for special education. However, the shortage of qualified teachers serving students with disabilities has long been an international problem. In China, both the quantity and the quality of special education teachers are of concern. This places unrelenting pressure on special teacher education. Given its growing size and challenges, special teacher education has received increasing attention from research, policy, and practice. However, there is a dearth of scholarship published in English to address these issues. To the best of our belief and knowledge, there is no systematic, comprehensive, and contextualised examination of special teacher education in China to date. This article aims to make a contribution in this regard. First, we present the complexities of the Chinese context in which special teacher education is situated. Second, we synthesise recent literature on special teacher education in China through an extensive review of the relevant studies scattered in English publications. Third, we provide insights into special teacher education in China, regarding its trajectory of policy-making, its history of development, and its strategies and challenges. Finally, we conclude our article with some practical recommendations to aid the future development of special teacher education.

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Revisiting educational equity and quality in China through Confucianism, policy, research, and practice

Cited by 30 publications

References 28 publications

Generating Benefits and Negotiating Tensions through an International Doctoral Forum: A Sociological Analysis

Generating Benefits and Negotiating Tensions through an International Doctoral Forum: A Sociological Analysis

Crossing International Boundaries through Doctoral Partnerships: Learnings from a Chinese-Australian Forum

Revisiting the Trajectories of Special Teacher Education in China through Policy and Practice

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