Social Studies Education in East Asian Contexts
Social Studies Education in East Asian Contexts

Author: Kerry J. Kennedy

Publisher: Routledge

Published: 2020-07-28

Total Pages: 180

ISBN-13: 0429624484

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The book explores the state of social studies education within selected East Asian societies and provides some insights into distinctive classroom practices. In an increasingly volatile and unpredictable world, the education of young people who both understand the contexts in which they are growing up and see the need for engaging with them is a top priority. This task falls to social studies education which carries the responsibility for inducting young people into their social world and helping them to see the role they can play within it. This is particularly important in East Asia where strong economic growth, long held cultural values and diverse political systems create an environment that challenges young people on multiple fronts. This book, with its team of regional authors, shows how different societies in the region are dealing with these challenges and what can be expected from future citizens. The book will appeal to policy makers, researchers and teachers interested in the current state of social studies education in East Asian societies.

Social Studies Education in South and South East Asian Contexts
Social Studies Education in South and South East Asian Contexts

Author: Kerry J Kennedy

Publisher: Routledge

Published: 2021-07-22

Total Pages: 217

ISBN-13: 1000394263

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The education of young people is context bound. This edited volume explores the contexts that characterise South and South East Asia and their influence on social studies education. There is not a single context across this broad geographical expanse, rather different religions, different political systems and different values exert influences that create distinctive programmes that characterise different countries. Yet there are also commonalities such as the post-colonial nature of most of the countries portrayed in this book, determined efforts at establishing new national communities and multiple value systems that lead to distinctive local priorities. There are also voices of resistance in these chapters, recognising the realities of local contexts but also recognising the need for change. Social studies education in these contexts may well be descended from its origins in North America, but in South and South Asian contexts, it has taken on new purposes, new forms and new values. Education researchers, policymakers and postgraduate students in comparative education will find the volume useful in its exploration and comparison of the social studies curricular and reforms that shaped them.

Questioning Science in East Asian Contexts
Questioning Science in East Asian Contexts

Author: Yung Sik Kim

Publisher: BRILL

Published: 2014-01-16

Total Pages: 292

ISBN-13: 9004265317

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Questioning Science in East Asian Contexts brings together twelve essays written by Yung Sik Kim addressing various questions about the social and cultural contexts of science in East Asia. Most of the essays deal with the relationship between science and Confucianism, especially the roles that Confucian thought, values, and institutions have on the development of science. Kim shows that this relationship is very complex and multifaceted, and cannot be dealt with in a simplistic manner. Kim offers comparative perspectives and discusses the problems of intercultural comparisons; he demonstrates that in spite of the potential dangers that accompany these comparisons, they should be made nonetheless as they allow for a better understanding of the situation in East Asia.

Islam and China's Hong Kong
Islam and China's Hong Kong

Author: Wai-Yip Ho

Publisher: Routledge

Published: 2013-06-07

Total Pages: 256

ISBN-13: 1134098073

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Hong Kong is a global city-state under the sovereignty of the People’s Republic of China, and is home to around 250,000 Muslims practicing Islam. However existing studies of the Muslim-majority communities in Asia and the Northwest China largely ignore the Muslim community in Hong Kong. Islam and China’s Hong Kong skillfully fills this gap, and investigates how ethnic and Chinese-speaking Muslims negotiate their identities and the increasing public attention to Islam in Hong Kong. Examining a range of issues and challenges facing Muslims in Hong Kong, this book focuses on the three different diasporic Muslim communities and reveals the city-state’s triple Islamic heritage and distinctive Islamic culture. It begins with the transition from the colonial to the post-colonial era, and explores how this has impacted on the experiences of the Muslim diaspora, and the ways this shift has compelled the community to adapt to Chinese nationalism whilst forging greater links with the Gulf. Then with reference to the rise of new media and technology, the book examines the heightened presence of Islam in the Chinese public sphere, alongside the emergence of Chinese Islamic websites which have sought to balance transnational Muslim solidarity and sensitivity towards Chinese government’s concern of external extremism. Finally, it concludes by investigating Hong Kong’s growing awareness of the Muslim minorities’ demands for Islamic religious education, and how this links with the city-state’s aspiration to become the new gateway for Islamic finance. Indeed, Wai Yip Ho posits that Hong Kong is now shifting from its role as the broker that bridged East and West during the Cold War, to that of a new meditator between China and the Middle East. Drawing on extensive ethnographic research, this book thoughtfully charts a new area of inquiry, and as such will be welcomed by students and scholars of Chinese studies, Islamic studies, Asian studies and ethnicity studies.

Education in East Asia
Education in East Asia

Author: Pei-tseng Jenny Hsieh

Publisher: A&C Black

Published: 2013-07-18

Total Pages: 333

ISBN-13: 1441140093

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Exploring contemporary issues and challenges facing education in East Asia, including recent reforms and global contexts, from China and Japan to Mongolia and Korea.

Controversial History Education in Asian Contexts
Controversial History Education in Asian Contexts

Author: Mark Baildon

Publisher: Routledge

Published: 2013-08-22

Total Pages: 330

ISBN-13: 1135014205

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This book examines both history textbook controversies AND teaching historical controversy in Asian contexts. The different perspectives provided by the book’s authors offer numerous insights, examples, and approaches for understanding historical controversy to provide a practical gold mine for scholars and practitioners. The book provides case studies of history textbook controversies ranging from treatments of the Nanjing Massacre to a comparative treatment of Japanese occupation in Vietnamese and Singaporean textbooks to the differences in history textbooks published by secular and Hindu nationalist governments in India. It also offers a range of approaches for teaching historical controversy in classrooms. These include Structured Academic Controversy, the use of Japanese manga, teaching controversy through case studies, student facilitated discussion processes, and discipline-based approaches that can be used in history classrooms. The book’s chapters will help educational researchers and curricularists consider new approaches for curriculum design, curriculum study, and classroom research.

Faculty Development in Chinese Higher Education
Faculty Development in Chinese Higher Education

Author: Xudong Zhu

Publisher: Springer

Published: 2019-05-18

Total Pages: 234

ISBN-13: 9811377677

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This book provides a framework for investigating faculty development in the Chinese higher education system, and proposes a faculty development model, which is subsequently applied to assess the conceptual, practical and strategic dimensions of Chinese faculty development. The proposed framework is primarily based on reconstructing the higher education system. The book focuses on conceptualizing and pursuing faculty development. The intended readership includes researchers with an interest in, or whose work involves, research on faculty development and comparative higher education; administrators and stakeholders in Chinese higher education management; and graduate students majoring or minoring in comparative higher education.

International Conference on Humanity and Social Science, (ICHSS2014)
International Conference on Humanity and Social Science, (ICHSS2014)

Author:

Publisher: DEStech Publications, Inc

Published: 2014-07-15

Total Pages: 435

ISBN-13: 1605951951

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The conference will be held in Guangzhou, China during June 29-30, 2014. The aim objective of ichss2014 is to present the latest research and results of scientists related to Humanity and Social Science topics. This conference provides opportunities for the different areas delegates to exchange new ideas and application experiences face to face, to establish business or research relations and to find global partners for future collaboration. We hope that the conference results constituted significant contribution to the knowledge in these up to date scientific field. ichss2014 is supposed to be the largest technical event on Humanity and Social Science in Guangzhou in 2014. The focus of the conference is to establish an effective platform for institutions and industries to share ideas and to present the works of scientists, engineers, educators and students from all over the world. The organizing committee of conference is pleased to invite prospective authors to submit their original manuscripts to ichss2014. As preparation for ICSS2014, hundreds of contributions were received and reviewed. Most of these contributions have brought us a new possible solution to our problems; some of them can even be called as a breakthrough. All these researches have been included in this book. I believe it will be of great value to your future study.

Content Knowledge in English Language Teacher Education
Content Knowledge in English Language Teacher Education

Author: Darío Luis Banegas

Publisher: Bloomsbury Publishing

Published: 2020-02-20

Total Pages: 285

ISBN-13: 1350084638

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Content Knowledge in English Language Teacher Education provides original professional experiences and research accounts of teaching language in the specific context of English language teacher education programmes in diverse international settings, with contributions from Argentina, Australia, Chile, China, Ecuador, Japan, Mexico, the USA and Turkey. The volume focuses on how teacher educators plan and deliver modules which help future teachers understand English as a system and develop English language proficiency. The contributors describe and analyse their professional practices in designing, delivering and evaluating modules or courses on understanding the English language as a system, i.e. content knowledge, exploring the teaching of elements such as phonetics, phonology, grammar, pragmatics, philology, and discourse analysis. In addition, they draw on their vast professional experience to explore how to successfully develop competence and language skills in English so that teachers can become models and proficient users of the language for their students. The contributions range from more historical and functionally linguistic focused chapters to more sociocultural explorations of teaching English to future teachers including interculturality, multilingualism, World Englishes, critical thinking skills, academic writing, and literacy through literature. The accounts shed light on the diverse practices of educators from many different countries, contexts, and cultural and linguistic backgrounds, drawing links between policy and practice, to locate much of English language teacher education and curriculum development outside the so-called 'inner circle' of native English-language speaking contexts, practitioners, and researchers.

Internationalizing Teaching, Localizing Learning
Internationalizing Teaching, Localizing Learning

Author: Paul McPherron

Publisher: Springer

Published: 2016-12-27

Total Pages: 263

ISBN-13: 1137519541

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Based on ethnographic and policy data collected over a ten-year span at a university in the People’s Republic of China, this book analyses the history of English Language Teaching (ELT) polices in Chinese higher education. The book uses the university as a lens in which to investigate the creative imaginations and divergent (re)appropriations of teaching methods, learning materials, and language use in the Chinese ELT context. Book chapters move beyond mere descriptions of tensions and point to the local understandings and practices of English teachers (both local and foreign) and students. Working together, these teachers and students are constantly articulating new social and political conditions and meanings outside and inside given discourses and traditions of ELT. The book’s main argument is that these multiple stakeholders must be given a more prominent role in shaping policy and curriculum at universities and other English language contexts around the world.