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EJ972910 - Cooperative Learning in Vietnam and the West-East Educational Transfer

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ERIC #:	EJ972910
Title:	Cooperative Learning in Vietnam and the West-East Educational Transfer
Authors:	Nguyen-Phuong-Mai, Mai; Terlouw, Cees; Pilot, Albert
Descriptors:	Cooperative Learning; Educational Change; Foreign Countries; Culturally Relevant Education; Cultural Context; Global Approach; Questionnaires; Semi Structured Interviews; Secondary School Teachers; Secondary School Students; Student Teachers; College Faculty; Student Teacher Attitudes; Teacher Attitudes; Student Attitudes; Teacher Role; Preferences; Scores; Institutional Characteristics; Teacher Effectiveness; Group Unity; Behavior Standards; Social Behavior; Cultural Pluralism; Cultural Influences; Educational Practices; Non Western Civilization; Western Civilization
Source:	Asia Pacific Journal of Education, v32 n2 p137-152 2012
More Info: Help Peer Reviewed:	Yes
Publisher:	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
Publication Date:	2012-00-00
Pages:	16
Pub Types:	Journal Articles; Reports - Research
Abstract:	Under pressure of the continuing need to modernize, Vietnam is rapidly reforming its education system. Cooperative Learning (CL) with a Western-based model is being enthusiastically applied. This paper suggests that an authentic form of CL has long existed in the foundations of Vietnamese education. The reasons why Western-based CL is encouraged can be attributed to false universalism (the belief that a practice that originated from elsewhere can be "cloned" with similar results) and neo-colonialism (the perpetuation of a colonial mindset under the pressure of financial loans). While an adjusted form of CL has been suggested by previous studies to make CL culturally appropriate, this paper argues that a true hybrid form of CL which takes into account the authentic CL will have more potential to make this method not only culturally but institutionally appropriate. The paper indicates a strong need to identify and incorporate indigenous practice in the process of educational reform. (Contains 3 tables.)
Abstractor:	As Provided
Reference Count:	54

Note:	N/A
Identifiers:	Vietnam; T Test
Record Type:	Journal
Level:	N/A
Institutions:	N/A
Sponsors:	N/A
ISBN:	N/A
ISSN:	ISSN-0218-8791
Audiences:	N/A
Languages:	English
Education Level:	High Schools; Secondary Education
Direct Link:	http://dx.doi.org/10.1080/02188791.2012.685233

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