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Taking It with You: Teacher Education and the Baggage of Cultural Dialogue
Ann FRKOVICH
Front. Educ. China. 2015, 10 (2): 175-200.
https://doi.org/10.3868/s110-004-015-0014-1
This case study contributes to counterpoints made to world culture theory and underscores that at the micro, classroom-level, rural Chinese teachers in a reform-oriented professional development course, and reform-oriented U.S. teacher trainers, understand educational reform, and the realities of education in these two cultures, very differently. This study examines interviews conducted with U.S. teachers of English who taught the Oral English Training Course (OETC), a professional development course for rural Chinese teachers of English in Jiangxi province from 2007 to 2013. These teachers reveal how their own understandings and assumptions around teaching and learning shape what and how they teach, and how they evaluate the work of others. This study explains that included in the literal baggage of these foreign teachers teaching in China, is their figurative baggage, which includes their own cultural lens. The thrust of this study lies in uncovering the ideologies, assumptions, and educative constructs of foreign teachers, how these may be perceived by the Chinese teachers that they teach, and how all of this is steeped in the realities in education and the individual experiences of local actors. This study ends with recommendations for collaboration between foreign teachers of English in China, and their students, particularly Chinese teachers of English in China.
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Education for Sustainable Development in Ethnic Autonomous Areas of China: A Comparison of Two Curriculum Initiatives and Their Educational Implications
Yishin KHOO
Front. Educ. China. 2015, 10 (2): 201-225.
https://doi.org/10.3868/s110-004-015-0015-8
This paper examines the educational implications of two curriculum initiatives in China that have produced curricular materials promoting education for sustainable development (ESD) in minority-populated ethnic autonomous areas in China. The two curriculum projects present distinctive discourses, conceptions, models, frameworks and scopes of ESD in the country. Nonetheless, there is a likelihood that the actual implementation of the curriculum initiatives, especially the enactment of the curriculum materials produced, might be thwarted due to structural and systemic educational constraints, an anthropocentric approach to sustainable development, poor teacher support and teacher training, omissions of the affective learning components in curricular contents, as well as loopholes and weaknesses in the development of the curriculum materials themselves.
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A Qualitative Examination of Teacher-Student Power-Sharing in Chinese Classrooms: A Study in Hong Kong
Mei-Yee WONG
Front. Educ. China. 2015, 10 (2): 251-273.
https://doi.org/10.3868/s110-004-015-0017-2
This article explores the dynamics of power-sharing between teacher and students in learning and teaching situations, and describes the theoretical bases, implementation, and results of an empirical study in three elementary schools in Hong Kong Special Administrative Region of the People’s Republic of China. Findings from 58 class observations and interviews with 50 students, 25 teachers, and three school principals suggest that teachers can empower students by acknowledging their right to and responsibility for learning and by sharing power with students. Power-sharing classroom practice requires the dual efforts of teachers and students, and can be facilitated by the teachers’ interactive teaching mode, students’ cooperation and willingness to engage in learning, and school policy and culture, etc. In the power-sharing classrooms, teachers played the role of facilitators and students played as collaborators. In this article, theoretical implications for understanding power-sharing and critical pedagogy are discussed. The empirical evidence from this Hong Kong study contributes to an understanding of teacher-initiated power-sharing in the Chinese context, and the practice of critical pedagogy in classrooms.
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