Chinese Education Models in a Global Age

Chuing Prudence Chou · Jonathan Spangler

2016. ápr. · Education in the Asia-Pacific Region: Issues, Concerns and Prospects 31. kötet · Springer

Információk az e-könyvről

China’s rise, an increasing emphasis on international education benchmarking, and a global recognition of East Asian countries’ success in this regard have brought the issue of Chinese education to the forefront of public consciousness. In particular, the concept of a “Chinese education model” is one that has sparked debate and quickly become a major focus of education research around the world, especially in light of regional achievements vis-à-vis university rankings, bibliometric indices, the Programme for International Student Assessment (PISA), Trends in International Mathematics and Science Study (TIMSS), and other such benchmarks. Chinese Education Models in a Global Age tackles this controversial issue head on by synthesizing a diversity of analyses from a world-class team of twenty-seven authors. It reveals that Chinese education models, which are present in many different geographic and institutional contexts, have an important influence on social and institutional norms as well as individual belief systems and behaviors in China and beyond. The first of its kind, this edited volume establishes a foundation for future research while providing a nuanced and tightly integrated compilation of differing perspectives on the role and impact of Chinese education models worldwide. It is essential reading for all scholars, policymakers, students, parents, and educators interested in the rising demographic and economic influence of people of Chinese descent on education around the world.

A szerzőről

Chuing Prudence Chou (周祝瑛) received her PhD in Comparative and International Education from the University of California, Los Angeles, and is a professor in the Department of Education at National Chengchi University, Taiwan. Her research interests include comparative studies on international higher education reform, gender equity in education, and cultural exchange in rival states. She edited a book entitled The SSCI Syndrome in Higher Education: A Local or Global Phenomenon (2014), which touches upon the ongoing crisis caused by the world-class university rankings and makes a cogent argument for culturally-responsive research in the social sciences and humanities across the non-English speaking world.
Jonathan Spangler is the Director of the Asia-Pacific Policy Research Association (APPRA), an Adjunct Lecturer with the Program in Social Innovation Leadership at National Chengchi University, and a Doctoral Fellow with the Institute of European and American Studies at Academia Sinica in Taipei, Taiwan. Since 2003, he has worked as an educator and curriculum designer in diverse disciplines, including international relations, education, quantitative reasoning, agriculture, and languages, in six different countries. He has spent the past eight years living in East Asia.