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China's Education, Curriculum Knowledge and Cultural Inscriptions: Dancing with The Wind

China's Education, Curriculum Knowledge and Cultural Inscriptions: Dancing with The Wind

Autorzy
Wydawnictwo Taylor & Francis Ltd
Data wydania 20/06/2018
Liczba stron 190
Forma publikacji książka w twardej oprawie
Poziom zaawansowania Dla szkół wyższych i kształcenia podyplomowego
ISBN 9780415787543
Kategorie Filozofia, Filozofia i teoria edukacji, Moralne i społeczne cele edukacji
517.36 PLN (z VAT)
$133.03 / €119.03 / £110.25 /
Produkt na zamówienie
Przesyłka w 3-4 tygodnie
Ilość
Do schowka

Opis książki

With a focus on the role of discourse and language in education, this book examines China's educational reform from an original perspective that avoids mapping on Westernized educational sensibilities to a Chinese environment. Zhao untangles the tradition-modernity division expressed in China's educational language about the body and teacher-student difference. Exploring the historical and cultural implications of the ways China's schooling is talked about and acted upon, Zhao argues that Chinese notion "wind" (feng) is a defining aspect of Chinese teaching and learning. Incorporating Western and Chinese literature, this book explores the language of education, curriculum, and knowledge on a cross-cultural landscape and as cultural inscriptions.

China's Education, Curriculum Knowledge and Cultural Inscriptions: Dancing with The Wind

Spis treści

Series Foreword


Book Foreword


Preface


Introduction: Encountering the Chinese "Wind" and "Body" Aporia as a Starting Point


PART ONE: OVERCOMING "EPISTEMICIDE" IN CROSS-CULTURAL EDUCATIONAL STUDIES


1."Epistemicide" as an Effect of Comparative Paradigms and Globalized Discourses


2. An Archaeological-Historical Mode of Inquiry


3. An Ontological Language-Discourse Perspective


PART TWO: PARADIGMATIC UNPACKINGS OF CHINA'S LANGUAGE, KNOWLEDGE, AND EDUCATION


4. Beyond Representation: Yijing Thought and Confucius' Wind-Pedagogy


5. Beyond Conceptual Thinking: Chinese Body-Thinking and Educational Body


6. Beyond Identity vs. Difference Division: A Daoist Teacher-Student (Re)Ordering


PART III: REVISITNG MY RESEARCH-LEARNING JOURNEY AS A POST-FOUDNATIONAL CASE STUDY


7. Daoist Onto-Un-Learning Way & Post-foundational Study

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