Modernising Education in Britain and China
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A01=Patricia Potts
Author_Patricia Potts
Balconies
Category=GTM
Category=JNA
CDPF
chinese
Chinese Colleagues
Chinese Communist Party
colleagues
comparative education studies
Compulsory Education Law
cross-cultural educational inclusion
david
Deaf Children
Deaf Students
east
Education System
Educational Mainstream
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eq_isMigrated=1
eq_isMigrated=2
eq_nobargain
eq_non-fiction
eq_society-politics
Extra-curricular
Follow
gender equality in schools
Holds
inclusive pedagogy
language and identity
learning support frameworks
Mainstream Elementary School
Mentally Retarded
Nanjing Normal University
normal
Normal School
Professional Development
school
Senior Middle Schools
Shanghai Education Commission
special
Special Education
State Education Commission
teacher
teacher training reform
Tour
UK Open University
UK Secondary School
university
walsh
Young Men
Product details
- ISBN 9781138866379
- Weight: 408g
- Dimensions: 156 x 234mm
- Publication Date: 09 Jun 2015
- Publisher: Taylor & Francis Ltd
- Publication City/Country: GB
- Product Form: Paperback
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In spite of the perceived differences between Eastern and Western culture and society, the education systems of Britain and China can be seen to share certain goals, priorities and challenges. Modernisation is very much a core objective for educators in both countries. Moreover, both education systems must confront the tension between promoting social inclusion and achieving competitive academic excellence.
Based upon the author's extensive teaching experience and over a decade's research into inclusion and exclusion in Britain, China and Hong Kong, this book provides an original, stimulating and insightful perspective on inclusive educational reform in two different cultures. It examines a broad range of educational environments, from kindergartens to teacher training colleges, and draws upon a fascinating diversity of official and personal documentary sources. Primarily concerned with the question of inclusion, the book also addresses issues of language and communication, gender imbalances and inequalities, curricula for teacher education, critical questioning and frameworks for learning support.
Patricia Potts is a Senior Research Fellow at Cantebury Christ Church University College
