Science education reform in Confucian learning cultures: teachers’ perspectives on policy and practice in Taiwan

Huang, Ying-Syuan; Asghar, Anila

doi:10.1007/s11422-016-9762-4

Cited by 34 publications

(26 citation statements)

References 54 publications

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“…To be clear, I would argue that the framework discussed in this paper can be used to understand the foundation of ideal states discussed in other so-called Legalist texts, such as the "Shenzi fragments", the "Shen Buhai fragments", and the Guan-Zi. 2 Recent social scientific and cultural studies research has explored how Confucian ideas about education shape educational practices in China today, such as Huang and Asghar (2018).…”

mentioning

confidence: 99%

The [Not So] Hidden Curriculum of the Legalist State in the Book of Lord Shang and the Han-Fei-Zi

King¹

2018

Comp. Philos.

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This paper draws some parallels between the experience of a subject in a socalled "Legalist" state with that of a contemporary student in Western schooling today. I explore how governance in the Book of Lord Shang and the Han-Fei-Zi can be interpreted as pedagogy. Defining pedagogy in a relatively broad sense, I investigate the rationalizations for the existence of the state, the application of state mechanisms, and even the concentration of the ruler's power and how they teach subjects habits, attitudes, and sensibilities in a similar fashion to what Philip Jackson called the "hidden curriculum". Through his framework of "crowds, praise, and power" this paper will explore how governance teaches and what those subjected to it learn. This study also attempts to provide some insight into the usefulness of approaching "Legalist" texts with a positive sociological lens.

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confidence: 99%

The [Not So] Hidden Curriculum of the Legalist State in the Book of Lord Shang and the Han-Fei-Zi

King¹

2018

Comp. Philos.

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“…Secondly, we have explored the nuances of emotive experiences and social actions in Confucian heritage STEM classrooms by refining conceptualizations of harmony and uniformity (cf. Hằng et al 2015;Huang and Asghar, 2018;Thao-do and Yuenyong, 2017). We propose that harmony and uniformity are two mutually exclusive concepts arising out of different forms of empirically observable micro-social interaction.…”

Section: Discussionmentioning

confidence: 99%

“…Previous studies suggest uniformity as a feature of Confucian heritage classrooms is inconsistent with learning through student-centered STEM projects (H ng et al 2015;Huang and Asghar, 2018;Thao-Do and Yuenyong, 2017). As noted earlier, these studies tend to conflate harmony and uniformity as simultaneous experiences evident through passive learning and avoidance of argumentation.…”

Section: Student Experiences Of Uniformitymentioning

confidence: 93%

“…Our conceptual stance about harmony and uniformity in the present study contributes to STEM education by challenging previous studies where different interpretations of these concepts were portrayed. For example, Huang and Asghar (2018) explore Chinese teacher perspectives in Taiwan, concerning student-centered pedagogies and the interplay with Confucian values and practices. Their study highlighted government-level educational policies in Taiwan where the Confucian notion of harmony is interpreted as fostering social conformity and uniformity in pedagogical practice and teacherstudent relationships.…”

Section: Literature and Conceptual Framingmentioning

confidence: 99%

“…Some teachers in that study express views about notions of Confucian philosophy being used to promote conformity which they conflate with social harmony. Huang and Asghar (2018) suggest that Confucian notions of harmony are in conflict with student-centered pedagogies in science education, where creativity and diversity in ideas are important. The conflation of harmony and uniformity by Huang and Asghar (2018) was driven by everyday teachers' perspectives, which we acknowledge as an example of the plurality of cultural interpretations and transformation.…”

Section: Literature and Conceptual Framingmentioning

confidence: 99%

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Uniformity, diversity, harmony, and emotional energy in a Chinese STEM classroom

Davis

Tang

et al. 2020

IJ STEM Ed

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Background: Understanding cultural diversity in STEM education is important for inclusivity and teaching STEM literacy for all. We explore diversity at a micro-cultural classroom level involving students' emotional experiences and interactional practices as they engage with learning, which has received limited attention in naturalistic studies of STEM education, especially in East Asian cultures. In this study, we explore emotional experiences of students during a guided inquiry lesson in a Chinese primary school using an interpretive methodology informed by concepts of emotional energy, uniformity, and harmony. Emotional energy is an individual and collective experience of togetherness and solidarity emerging from successful social interaction. Uniformity and harmony are emotion-related concepts experienced in Confucian heritage cultures. The aims of this study are to explore Chinese students' emotional experiences during a STEM inquiry lesson and to refine the conceptualization of emotional energy from Confucian cultural perspectives. Results: In a STEM inquiry, context knowledge about micro-cultural diversity and the interplay between Chinese emotional experiences and engagement with ideas are explored. Notions of uniformity and harmony are described through cultural practices as they relate to emotional energy. The study contributes to understanding the diversity of emotional energy as a student experience and social form of engagement, during a STEM inquiry activity in a Confucian heritage context. Conclusions: This study contributes to understandings of student experiences of uniformity, harmony, and variations to intensity of emotional energy during learning via STEM inquiry. Modifications to the conceptualization of emotional energy in STEM education are indicated. Our findings inform an understanding of student emotive experiences of STEM education in East Asian and multi-cultural education systems internationally.

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Understanding teacher identity in teachers' professional lives: A systematic review of the literature

Rushton,

Rawlings Smith,

Steadman

et al. 2023

Review of Education

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This article presents a systematic review of a substantial body of literature that considers the ways in which the concept of teacher identity has been used to understand and explore teachers' professional lives. The aim of the review was to go beyond the limitations of specific areas of teachers' practice to explore the broad and rich field of teachers' professional lives. Drawing on 412 articles from 2000–2021, the review demonstrates the growth in teacher identity research, particularly since 2010. Results from the review are categorised into seven thematic groups that span key areas related to teachers' professional lives: (1) Models and frameworks of professional lives; (2) Narratives of professional lives; (3) Becoming a teacher; (4) Contexts; (5) Communities; (6) Change, transition and conflict; and (7) Subject specialisms. The review reveals gaps in teacher identity research, such as: few research studies from Global South countries; a limited number of studies focusing on non‐core curriculum subjects, including arts, history, geography and physical education; fewer studies focusing on primary school and early years teacher identities; and a divide between identity scholarship and research, and policy and practice. The article concludes with a call for teacher identity research to be expanded and broadened with the aim to facilitate the progress of identity work in scholarship, policy and practice. Context and implicationsRationale for this studyIn the context of a growing body of research on teacher identity, particularly in the last decade, there remains a paucity of identity‐focused systematic reviews. Existing systematic reviews tend to focus on specific fields such as subject specialisms, teacher education and beginning teachers. However, far fewer reviews span the broader field of teachers' professional lives; this article responds to this gap in the literature.Why the new findings matterThe findings from this review are important in highlighting the most commonly explored areas in teacher identity research as it relates to teachers' professional lives. As such, the findings can inform policy and practice for teacher education and professional development at local, national and international scales. The findings also highlight gaps in the literature and the implications this may have on teacher identity scholarship.Implications for educational researchers and educatorsFirstly, educational researchers can identify key themes arising from existing teacher identity research studies. This can help them to focus on specific areas that would benefit from further research as well as providing them with a single space from which to draw on the existing corpus of research studies. Secondly, teacher identity research is important for the professional lives and practice of educators and this review provides educators with an opportunity to understand the teacher identity scholarly landscape and, in turn, apply findings from the research to their own professional practice.

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Science education reform in Confucian learning cultures: teachers’ perspectives on policy and practice in Taiwan

Cited by 34 publications

References 54 publications

The [Not So] Hidden Curriculum of the Legalist State in the Book of Lord Shang and the Han-Fei-Zi

The [Not So] Hidden Curriculum of the Legalist State in the Book of Lord Shang and the Han-Fei-Zi

Uniformity, diversity, harmony, and emotional energy in a Chinese STEM classroom

Understanding teacher identity in teachers' professional lives: A systematic review of the literature

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