A Framework to Implement Cross-Cultural Pedagogy: The Case of Implementing Learning Reform at Confucian Heritage Culture Colleges

Autor/in	Thanh, Pham Thi Hong
Titel	A Framework to Implement Cross-Cultural Pedagogy: The Case of Implementing Learning Reform at Confucian Heritage Culture Colleges
Quelle	In: Higher Education Review, 44 (2012) 3, S.27-40 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-1609
Schlagwörter	Foreign Countries; Educational Change; Values; Cultural Context; Cultural Awareness; Confucianism; Educational Philosophy; Program Implementation; Sociocultural Patterns; Evaluation Methods; Teaching Methods; Higher Education; Culturally Relevant Education; Asian Culture; Western Civilization; Cultural Differences; Change Strategies; Educational Principles; Program Effectiveness; College Students; Educational Policy; Vietnam + Suchen Sie Ihr Suchwort? Ausland; Bildungsreform; Wertbegriff; Cultural identity; Kulturelle Identität; Konfuzianismus; Bildungsphilosophie; Erziehungsphilosophie; Soziokulturelle Theorie; Teaching method; Lehrmethode; Unterrichtsmethode; Hochschulbildung; Hochschulsystem; Hochschulwesen; Kultureller Unterschied; Lösungsstrategie; Bildungsprinzip; Collegestudent; Politics of education; Bildungspolitik
Abstract	This article proposes an applied theoretical framework that could assist education reformers in Confucian heritage culture (CHC) countries to adopt Western-developed learning practices successfully. This framework is needed because the literature has recently documented a large number of failures in educational reforms at CHC colleges. The main reason is that Western-developed practices have often been imported to CHC colleges without a careful consideration of their appropriateness within the socio-cultural context of CHC countries. To ensure the successful importation of Western-developed learning practices, the framework developed in this study suggests that CHC reformers need to bring about a change in factors that have an influence on learning such as teaching and assessment practices. Also, the reform itself needs to be modified to become institutionally and culturally appropriate with institutional conditions and cultural values of CHC nations. The researcher used findings of empirical studies to demonstrate that this framework is applicable in reality. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10