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China’s Education, Curriculum Knowledge and Cultural Inscriptions

Weili Zhao
€192.20
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Abyssal Thinking
Ancient Chinese Cosmology
Aporetic Experience
Author_Weili Zhao
Binary Reasoning
Cang Jie
Category=GTM
Category=JNAM
Category=QD
China
China's Education
China’s Education
Chinese Body
Chinese education
Chinese Educational
Chinese Teacher Student
comparative education
Confucian education
Confucian Educational Thinking
Confucian pedagogy
Correlative Thinking
Cosmic World
Cross-cultural Landscape
cross-cultural pedagogy
Current China
curriculum studies
curriculum theory
Dao Movement
Daoism
Daoist educational philosophy
Duan Yucai
educational discourse analysis
epistemicide studies
eq_bestseller
eq_isMigrated=1
eq_isMigrated=2
eq_nobargain
eq_non-fiction
eq_society-politics
feng
Huai Nan Zi
language and knowledge in Chinese schooling
language of education
Lu Xun
National Training Plan
Phenomenal Forms
Reverent Outlook
School Wind
Teacher Student Difference
ways of learning
Weili Zhao
Western education
Wind Blowing
wind-language
Yin Yang Movement

Product details

  • ISBN 9780415787543
  • Weight: 430g
  • Dimensions: 152 x 229mm
  • Publication Date: 20 Jun 2018
  • Publisher: Taylor & Francis Ltd
  • Publication City/Country: GB
  • Product Form: Hardback
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Description

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.

About Weili Zhao
Weili Zhao obtained her Ph.D. from the University of Wisconsin-Madison, USA in 2015 and is currently an Assistant Professor in the Department of Curriculum and Instruction at the Chinese University of Hong Kong. With intellectual training in both discourse analysis and curriculum studies, she is interested in unpacking China’s current educational thinking and practices at the nexus, and as the (dis)assemblage, of tradition and modernity, East and West. Specifically, her research explicates the historical-cultural-philosophical insights of Chinese knowledge, curriculum, and educational thinking to hopefully dialogue with, for mutual informing and clarifications, the latest intellectual turns (say, the linguistic, body, cultural, study, affect turns) in the Western scholarship.

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