Tensions and Challenges in China's Education Policy Borrowing

Autor/in	Tan, Charlene
Titel	Tensions and Challenges in China's Education Policy Borrowing
Quelle	In: Educational Research, 58 (2016) 2, S.195-206 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1881
DOI	10.1080/00131881.2016.1165551
Schlagwörter	Foreign Countries; Educational Policy; Formative Evaluation; Student Centered Learning; Questionnaires; Principals; Assistant Principals; Educational Theories; Educational Change; Administrator Attitudes; Technology Transfer; Semi Structured Interviews; Teaching Methods; China + Suchen Sie Ihr Suchwort? Ausland; Politics of education; Bildungspolitik; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Fragebogen; Principal; Schulleiter; Principals; Stellvertretende Schulleitung; Educational theory; Theory of education; Bildungstheorie; Bildungsreform; Technologietransfer; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Background: This article critically discusses the key tensions and challenges arising from the educational policy borrowing in China, through its current education reform. Focussing on the new curriculum reform (NCR), the paper highlights the interactions and conflicts between foreign and local ideologies and practices. Sources of evidence: The main sources of evidence that form the basis of the analysis for this article were research data from an open ended questionnaire and semi-structured interviews conducted with 166 school principals, vice-principals and teachers from China between 2013 and 2015. Main argument: It is argued that the NCR has borrowed selective ideas and practices from elsewhere, such as a school-based curriculum, student-centred pedagogy and formative assessment. It is further suggested that the borrowed policies are mediated and moderated by the ideological attitude of the Chinese educational stakeholders, stemming from the notion of "theory-ladenness" within an exam-oriented paradigm. Conclusions: The example of China illustrates the effects of an ideological attitude on educational policy borrowing that challenges the notion of universally appropriate ways of teaching, learning and reforming an educational system. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01