|
New Patterns in Higher Education Cross-Cultural Learning: The Case of a Postgraduate English Instruction Program in China
ZHU Hong, MA Yunpeng
Front Educ Chin. 2011, 6 (4): 471-494.
https://doi.org/10.1007/s11516-011-0142-2
This paper explores new patterns of learning across cultures in higher education through a case study of a cohort of international graduate students at a university in Chinese mainland. North University (NU) has hosted international students in its Chinese language and culture programs for decades. However, between 2008 and 2010, a new Master’s degree program for international students was established. This attracted 75 graduate students from different disciplinary backgrounds, from 21 developing countries in Africa, Asia, Latin America, and Oceania. English is the common language to both students and faculty, but a foreign language to all. This program marks a significant shift for China’s higher education as it reaches out to the world. The paper describes this cohort’s lived experiences in China, including academic, linguistic and sociocultural learning. It analyzes the challenges such programs pose for the Chinese higher education system, explores how these challenges have become opportunities for growth and how barriers have been overcome. It also discusses the implications of this case for the upgrading of higher education quality in China.
Related Articles |
Metrics
|
|
Understanding Higher Vocational Education in China: Vocationalism vs Confucianism
Jie XIONG
Front Educ Chin. 2011, 6 (4): 495-520.
https://doi.org/10.1007/s11516-011-0143-1
The development of higher vocational education in China embodies a global trend of vocationalism that values skills and skilled workers, which is opposite, in some ways, to the Confucian tradition in Chinese education that values theoretical knowledge related to good governance. As the cultural trend supporting the development of higher vocational education, vocationalism is implicated in certain challenges including high tuition fees, limited upward mobility, and neglect of the humanities in education. Humanities for moral education, and mechanisms for upward mobility on equal terms for all, which are fundamental elements of Confucianism, may help resolve these challenges. This paper embodies the dialectic of a global trend and local culture in educational reform within the context of globalization.
Related Articles |
Metrics
|
|
Citizenship Education under Discourses of Nationalism, Globalization, and Cosmopolitanism: Illustrations from China and the United States
Steven P. CAMICIA, Juanjuan ZHU
Front Educ Chin. 2011, 6 (4): 602-619.
https://doi.org/10.1007/s11516-011-0147-x
The authors, one from China and one from the United States, present a theoretical framework for understanding the discursive fields of citizenship education as composed, in large part, of the discourses of nationalism, globalization, and cosmopolitanism. The framework is illustrated by examples from citizenship education in China and the United States. Citizenship education in these examples is largely influenced by the discourse of nationalism. The discursive fields are fractured, context-specific, and dynamic. In conclusion, the authors call for awareness of how these discourses operate, and propose that the discourses of globalization and cosmopolitanism merge and strengthen within citizenship education. The effect could be a new citizenship education that is responsive to the current needs of local and global democratic communities.
Related Articles |
Metrics
|
8 articles
|