What the West Could Learn from the East: A Reflective Analysis

Autor/inn/en	Zou, Yali; Craig, Cheryl J.; Poimbeauf, Rita P.
Titel	What the West Could Learn from the East: A Reflective Analysis
Quelle	In: Teachers and Teaching: Theory and Practice, 22 (2016) 7, S.842-857 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1354-0602
DOI	10.1080/13540602.2016.1185820
Schlagwörter	Narration; Inquiry; Reflection; Teaching Methods; Teacher Responsibility; Educational Practices; Multicultural Education; Global Approach; Elementary School Curriculum; Failure; Imagery; Principals; Foreign Countries; Observation; China + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Lehrverpflichtung; Bildungspraxis; Multikulturelle Erziehung; Globales Denken; Metaphorik; Principal; Schulleiter; Ausland; Beobachtung
Abstract	Drawing on Lugones' ideas of world traveling, Dewey's notion of education as experience, and Greene's vision of seeing small/seeing big, this article inquires into lives lived in an Eastern educational milieu with attention reflectively paid to what educators in the West could learn from those in the East. Rather than focusing on mega narratives largely created by policy-makers and derived from accumulations of theory and/or political decision-making, this practical research in the reflective vein takes a "big" look at three "small stories" that emerged in a narrative inquiry we conducted in a Chinese elementary school and imagines their portability to Western educational contexts. Reflective attention is specifically paid to: (1) teaching without words, (2) principal images, and (3) shared responsibility for failure. What these small stories from our narrative inquiry research might disrupt, if introduced to Western educational settings, is especially taken up. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01