Cultural Foundations of Chinese Education describes the evolution of Chinese education for more than 5,000 years, and analyzes in depth its interaction with Chinese culture. From the Imperial Civil Examinations to the Western Learning; from the transplant of Western systems of education to the New Democratic Education Movement; from the copying of the Soviet experience in education to the explorations for approaches to establish new education in China since the Economic Reforms in the late 1970s, this book provides unique analyses on conflicting elements in Chinese education, and leads to the understanding of the issues in modernizing education in China. With condensed and concentrated analyses on the process of historical evolution and the interactions between Chinese education and Chinese cultural traditions, this book can be used as a major reference for international readers to understand education in China from the perspective of cultural evolution.

Describes fundamental differences in learning beliefs between the Western mind model and the East Asian virtue model of learning.

A comprehensive collection on twentieth-century educational practices in China

More than any other field in education, the social and cultural foundations of education reflect many of the conflicts, tensions, and forces in American society. This is hardly surprising, since the area focuses on issues such as race, gender, socioeconomic class, the impact of technology on learning, what it means to be educated, and the role of teaching and learning in a societal context. The Encyclopedia of the Social and Cultural Foundations of Education provides a comprehensive introduction to the social and cultural foundations of education. With more than 400 entries, the three volumes of this indispensable resource offer a thorough and interdisciplinary view of the field for all those interested in issues involving schools and society. Key Features · Provides an interdisciplinary perspective from areas such as comparative education, educational anthropology, educational sociology, the history of education, and the philosophy of education · Presents essays on major movements in the field, including the Free School and Visual Instruction movements · Includes more than 130 biographical entries on important men and women in education · Offers interpretations of legal material including Brown v. Board of Education(1954) and the GI Bill of Rights · Explores theoretical debates fundamental to the field such as religion in the public school curriculum, rights of students and teachers, surveillance in schools, tracking and detracking, and many more · Contains a visual history of American education with nearly 350 images and an accompanying narrative Key Themes · Arts, Media, and Technology · Curriculum · Economic Issues · Equality and Social Stratification · Evaluation, Testing, and Research Methods · History of Education · Law and Public Policy · Literacy · Multiculturalism and Special Populations · Organizations, Schools, and Institutions · Religion and Social Values · School Governance · Sexuality and Gender · Teachers · Theories, Models, and Philosophical Perspectives · A Visual History of American Education

This book identifies the cultural and moral foundations of country-specific educational governance and school leadership and presents the principles of justice and the diversity of common goods that guide leadership practices in schools. It contributes to an existing research field that studies diversity and ethical leadership in schools. The social dimension of school leadership is not limited to issues related to equality and equity, or social inclusion. The capacity of leaders to promote civic-mindedness and social cooperation, consensus and acceptance of others, the right balance between freedom and duties, and reciprocity of obligations, are essential to maintain democratic rights and facilitate the life together while respecting ethnic and cultural differences. Therefore, the book gathers contributions from a range of international authors capable of reporting these moral and cultural features, while broadening the research perspectives on school leadership.

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.

This book seeks to better understand the intricate elements of Chinese education compared to American education thus helping educators and policy makers to craft win-win decisions in the education encounter of the dragon and the eagle. Many educators are pulling their hair trying to understand how to work well with new Chinese immigrant students and their parents. To get the job done, one has to go beyond the superficial language translation to understanding the culture that shapes the base foundations of learning and thinking.

The essays in The Social and Cultural Foundations of Education: A Reader initiate conversations on fundamental cultural and social topics that are also integral issues in education today. Each selection was chosen because it offers a unique perspective that encourages readers to think about familiar subject matter in new ways. The topics addressed are as diverse as the authors. They include the role that race and racism still play in society, how the climate crisis is being dealt with, the fluid nature of gender and sexuality, and how popular culture offers profoundly important representations into who and what we are as a culture today. Designed to shine a light on present-day dilemmas, The Social and Cultural Foundations of Education: A Reader presents work that may well join the lineage of seminal writing in the discipline. The anthology was designed as a companion text for undergraduate courses in educational foundations, and is also an excellent supplemental reader for classes in social and cultural anthropology and sociology.

Now available in paperback, the sixth edition of this definitive text provides students a strong background in the conceptual, theoretical, and philosophical issues in multicultural education from a leading authority and scholarly leader of the field---James A. Banks. In the opening chapter author Banks presents his well-known and widely used concept of Dimensions of Multicultural Education to help build an understanding of how the various components of multicultural education are interrelated. He then provides an overview on preparing students to function as effective citizens in a global world; discusses the dimensions, history, and goals of multicultural education; presents the conceptual, philosophical, and research issues related to education and diversity; examines the issues involved in curriculum and teaching; looks at gender equity, disability, giftedness, and language diversity; and focuses on intergroup relations and principles for teaching and learning. This new edition incorporates new concepts, theories, research, and developments in the field of multicultural education and features: A new Chapter 5, "Increasing Student Academic Achievement: Paradigms and Explanations" provides important explanations for the achievement gap and suggests ways that educators can work to close it. A new Chapter 7, "Researching Race, Culture, and Difference," explains the unique characteristics of multicultural research and how it differs from mainstream research in education and social science. A new Chapter 14, "Principles for Teaching and Learning in a Multicultural Society" contains research-based guidelines for reforming teaching and the school in order to increase the academic achievement and social development of students from diverse racial, ethnic, cultural, language, and gender groups. A new Appendix—"Essential Principles Checklist"—designed to help educators determine the extent to which practices within their schools, colleges, and universities are consistent with the research-based findings described in the book.