‘Wishing for dragon children’: ironies and contradictions in China’s education reform and the chinese diaspora’s disappointments with australian education

Wu, Jiang; Singh, Michael

doi:10.1007/bf03249518

Cited by 36 publications

(20 citation statements)

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“…These findings seemed to align with the families' Chinese heritage especially the Confucianism belief system with its emphasis on education and family dynamics in fostering the high achievement of children (Huang & Gove, 2015;Wu & Singh, 2004). …”

Section: Resultsmentioning

confidence: 89%

“…Studies of Asian parenting styles including Chinese-Australian families (see Pang, Macdonald, & Hay, 2015;Wu & Singh 2004) have explained the role and influence of Confucianism which can be described as "a complex set of ethical and moral rules that dictate how a person relates to others and the world" (Huang & Grove, 2015). Playing a leading role in forming the norms of social morality the influence of Confucianism can be seen in personal, family, and social relationships as well as education, and families' educational practices (Huang & Grove, 2015).…”

mentioning

confidence: 99%

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Young Chinese-Australian Children’s Use of Technology at Home: Parents’ and Grandparents’ Views

Jiang¹,

Monk²

2016

Pac Early Child Educ Res Assoc

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Young children are increasingly surrounded by a variety of technologies including television, computers, iPads, and mobile phones. This small qualitative study explored how Chinese immigrant families living in Australia viewed their children's use of technology at home. Six parents and three grandparents representing nine different families with children aged three to six years were interviewed. Data were analysed using Rogoff's (2003) personal, interpersonal and cultural-institutional planes of analysis. We found that these children lived in technology-rich environments, however strongly held values and beliefs associated with academic learning resulted in the creation of family rules and practices that limited children's access to, and use of, different technologies. We argue that an understanding of family values, beliefs, practices and culture will assist educators to build partnerships effectively with families, and enhance learning opportunities for young children.

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Section: Resultsmentioning

confidence: 89%

mentioning

confidence: 99%

Young Chinese-Australian Children’s Use of Technology at Home: Parents’ and Grandparents’ Views

Jiang¹,

Monk²

2016

Pac Early Child Educ Res Assoc

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“…This worry has been attributed to the one child policy, opening up and economic reform which has resulted in many families being able to spend more on their children's education, and a deeply embedded examination driven culture . Wu and Singh (2004) also attribute difficulty in reform to strict centralised control from government authorities who the authors claim regulate pedagogy, school administration and ideas about education. Strict centralised control and a top-down structure have also been identified as barriers to the effective implementation (and internalisation) of student-centred policies such as formative assessment (Wu & Singh, 2004).…”

Section: Student Resistance: "His Classes Are Like Water"mentioning

confidence: 95%

‘Complex teaching realities’ and ‘deep rooted cultural traditions’: Barriers to the implementation and internalisation of formative assessment in China

Poole

2016

Cogent Education

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This article forms the first part of an Action Research project designed to incorporate formative assessment into the culture of learning of a bilingual school in Shanghai, China. It synthesises the empirical literature on formative assessment in China to establish some of the difficulties that teachers have faced in trying to incorporate this approach into their teaching. Some of the barriers include student and teacher resistance and notions of face (mianzi) which are also related to deeply held cultural scripts for teaching and learning that emphasise knowledge transmission and respect for the teacher. The article then explores some of the bottom-up solutions that have been suggested by researchers, such as collaborative dialogue, professional development and international perspectives. These suggestions provide a jumping-off point for offering intercultural communicative competence as a concept and a method that could be effective in ameliorating cultural discontinuities. Throughout, I show how the difficulties and solutions highlighted by empirical research relate to my own teaching context. Although intercultural communicative competence is not new to China, its application to the internalisation of borrowed policies that include formative assessment has yet to be explored.

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“…However, it is expected that there would be more epistemological dissonance between constructivism and knowledge transmission in the Chinese context due to sociocultural phenomena that create continuity with a Confucian worldview. Some of these phenomena include an embedded examination driven culture (Li & Li, 2010) and strict centralized control from government authorities which regulates pedagogy, school administration, and ideas about education (Wu & Singh, 2004).…”

Section: Cultural and Political Constraintsmentioning

confidence: 99%

Possibilities-within-Constraints: Implementing the Funds of Knowledge Concept in the People’s Republic of China

Poole

2016

Front Educ China

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This article is designed as the starting point for future research into the implementation of the funds of knowledge concept in the People's Republic of China. Utilizing an exploratory research design, I sketch how the funds of knowledge concept could be used by teachers to empower ethnic minority and city-born migrant children disadvantaged by government policies that restrict access to educational resources and marginalize local languages. The article identifies a number of logistical and cultural constraints that complicate the implementation of the funds of knowledge concept in the Chinese context, including access to minority and city-born migrant students, guanxi, examination pressure, and cultural scripts for teaching that emphasize knowledge transmission. However, it also suggests how teachers can work within these constraints by taking advantage of curriculum reform in China, which has led to more autonomy at the local level and the creation of elective courses. Elective courses could provide the space for the deployment of strategies that draw on students' funds of knowledge. The strategies proposed include neighborhood walks, artifact collection, and pedagogies for teaching that foster collaboration between teachers and students. The article also extends the notion of funds of knowledge by suggesting how the funds of knowledge concept could be of benefit to China's Han ethnic majority.

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‘Wishing for dragon children’: ironies and contradictions in China’s education reform and the chinese diaspora’s disappointments with australian education

Cited by 36 publications

References 1 publication

Young Chinese-Australian Children’s Use of Technology at Home: Parents’ and Grandparents’ Views

Young Chinese-Australian Children’s Use of Technology at Home: Parents’ and Grandparents’ Views

‘Complex teaching realities’ and ‘deep rooted cultural traditions’: Barriers to the implementation and internalisation of formative assessment in China

Possibilities-within-Constraints: Implementing the Funds of Knowledge Concept in the People’s Republic of China

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