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Descriptors:
Foreign Countries; Cultural Differences; Cultural Awareness; Asian History; Intercultural Communication; Academic Standards; National Standards; Secondary Education; Poetry; World History

Abstract:
Rudyard Kipling wrote "The Road to Mandalay" in 1892 when Burma was a British colony and Queen Victoria was the Empress of India. In the poem, Mandalay is a city some 500 miles along the Irrawaddy River from the capital, Rangoon. British troops stationed in Burma were transported on the river by paddle steamers. The picture painted of Asia is one of the exotic, a land of palm trees with sultry weather and exquisite women in traditional dress. "The Road to Mandalay" was a part of a series of Barrack-Room Ballads, a collection of poems which celebrated British army life and the soldier serving in new and distant territories. The poem enticed British soldiers to return to a land where Burma girls were dressed in yellow petticoats and green caps, singing to the accompaniment of a banjo, while they watched elephants loading teak onto steamers. In the Melbourne Declaration on Educational Goals for Young Australians 2008 all Education Ministers agreed on the need for Australians to become Asia literate. The Asia Literacy Teachers' Association of Australia defines Asia literacy as "the capacity to reflect upon and explore cultural differences in the Asian region. It is the ability to understand Asian cultures and gain knowledge about Asian people and their histories." The National Action Plan which was first called in 2008 following the Melbourne Declaration and again in 2011 aims to provide young Australians with the opportunity to gain Asia knowledge, skills and understandings. The general capability of intercultural understanding provides the opportunity to enhance students' worldviews through examining the literature of other countries. Awareness, appreciation and respect for the lives and culture of other countries is the educators' aim so that students can challenge ideas, hold different viewpoints and to broaden and take into account other perspectives. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Higher Education; Foreign Countries; International Relations; Educational Cooperation; International Cooperation; International Educational Exchange; International Studies; Foreign Policy; Asian History; Asian Studies

Abstract:
China's dramatic economic rise has tended to overshadow other wider perspectives on the developing China and Association of Southeast Asian Nations (ASEAN) relationship, including in higher education. The article examines contemporary relations between China and ASEAN, set against the longer term development of cultural and trade relations. It is argued that, notwithstanding current territorial disputes, and a history of discrimination against ethnic Chinese in several parts of ASEAN, prospects for a deepening of relations in higher education remain strong. Singapore, Malaysia, and Vietnam are selected as three instances of the developing relationship in higher education and some of the links traced, with the former assessed as best placed to take advantage of its China relations in higher education. The developing sense of regionalism is seen as likely to further enhance China-ASEAN relations in higher education. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Western Civilization; Foreign Countries; Non Western Civilization; Asian History

Abstract:
Great Books programs and Western civilization courses have understandably emphasized the Greco-Roman and Hebraic origins of Western civilization, while moving on to a European focus, with some material relating to the Western Hemisphere usually brought in for good measure. After all, people have the ancient Greeks to thank for such landmark inventions as democratic thought and Euclidean geometry, while the ancient Romans have inspired much of law and architecture. Yet people have done this in a context in which they rely every day upon the decimal system in mathematics that was first developed in India and a paper and printing technology invented in China. This article suggests how the two leading civilizations in Monsoon Asia--India and China--may be smoothly incorporated into a Great Books or world civilization program, and moves on to propose how a two-semester course on Chinese civilization might be optimally organized. (Contains 13 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
World History; History Instruction; High Schools; Secondary School Curriculum; Curriculum Development; Social Studies; Academic Standards; Bias; Latin American History; Foreign Countries; Asian History; European History; United States History; African Culture

Abstract:
For more than a decade, the world history course taught in the public high schools of Texas has provided the only comprehensive overview of the story of humanity to millions of students, most of whom are of Mexican descent. The Texas Essential Knowledge and Skills curriculum standard for world history has been foundational for textbook selection, teacher training, and high-stakes standardized tests. This investigation focused on an analysis of these standards and discovered significant bias and omissions that minimize or distort the historical and cultural significance of Mexico and Latin America as well as civilizations throughout the Third World. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Medieval History; Asian History; Foreign Countries; History Instruction; Technology Uses in Education; Computer Literacy; Social Studies; Units of Study; Teacher Attitudes

Abstract:
Recent innovations in Web-based technology tools have made planning instruction with technology in mind far more doable than in years past. To aid teachers in planning with technology, tools are organized into five broad categories: communication, collaboration, presentation, organization and critical-thinking. The purpose and potential of each group of tools is explored and utilized in the development of a technology-rich unit plan on medieval China. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Comparative Education; Role of Education; Politics of Education; Historical Interpretation; Historiography; Foreign Policy; Educational Policy; Curriculum; Cultural Influences; International Relations; Conflict Resolution; World History; Asian History; Textbooks; Debate; War; Historians; Mass Media; History Instruction

Abstract:
The legacy of crimes committed during the Second World War in East Asia is still a stumbling block for reconciliation and trustful cultural relations between South Korea, China and Japan. The presentation of this issue in history school books is in the focus of a heated public and academic debate. This book written by historians and pedagogues from the three countries offers insight into the construction of historical narratives that are often nation-centered and foster exclusive identity patterns. However, the essays also reveal approaches to a more inclusive regional concept of East Asian history that puts the textbook debate into the wider framework of transitional justice. Contents include: (1) Introduction (Falk Pingel); (2) Japanese Colonial Domination and the Second World War: Politics of Remembrance in South Korea, 1945-2011 (Un-suk Han); (3) The Development of History Teaching in Korea (Hiroto Ide); (4) The Current History Education Curriculum and the System of Textbook Authorization in Korea (Sei-yoon Chang); (5) The Culture of Remembrance in Contemporary Japan: International Historical Issues in the Japanese Mass Media (Atsuko Kawakita); (6) Japan's World History Education and the Significance of Sadao Nishijima's Theory of the East Asian World (Ritsu Ijuin); (7) China in Japan's History Teaching (Biao Yang); (8) Teaching Chinese-Japanese Relations in History Classes of Chinese Secondary Schools (Yueqin Li); (9) The Second World War in World History Textbooks of Korea, China and Japan (Ju-back Shin); (10) Historical Perceptions: Within the Border or beyond the Border? (Ping Bu); (11) Progress in Dialogues on History in East Asia and Future Perspectives (Takahiro Kondo); (12) Experiencing the Writing of a Joint History Textbook for Korean and Japanese Students (Jae-jeong Chung); and (13) Remembering Wars: War Memorial Halls and Historical Disputes in Northeast Asia (Kyung-seok Park). Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Modern History; Textbooks; Racial Segregation; Educational History; Racial Relations; Historians; History Instruction; International Education; Bias; Propaganda; Traditionalism; Social Attitudes; Values; Role of Education; Political Attitudes; Educational Philosophy; Educational Principles; Ideology; Nationalism; Curriculum; Case Studies; Conflict; United States History; Historical Interpretation; Asian History; European History; Latin American History; Historiography; World History; African Culture; Politics of Education; Educational Policy; Policy Analysis

Abstract:
The book is entitled History Wars in the Classroom: Global Perspectives and examines how ten separate countries have experienced debates and disputes over the contested nature of the subject, for example the "Black Armband" and "Whitewash" factions in Australia who adopt opposingly celebratory or denigratory views of Australian history, especially when evaluating episodes of poor racial relations. There are also tensions between traditional/patriotic views of history teaching and reformed or "new" history. There are issues of political control of the curriculum and parallel issues of who writes it (very topical in England at the moment over two expat "big picture" historians who work at Harvard and Columbia (Niall Ferguson and Simon Schama)). Contents of this book include: (1) Legacies, Ruptures and Inertias: History in the Argentine School System, Maria Paula Gonzalez; (2) Under Siege from Right and Left: A Tale of the Australian School History Wars, Tony Taylor; (3) "We Were Allowed to Disagree, Because We Couldn't Agree on Anything": Seventeen Voices in Canadian Debates over History Education, Ruth Sandwell. (4) Controversiality and Consciousness: Contemporary History Education in Germany, Sylvia Semmet; (5) Denial in the Classroom: Political Origins of the Japanese Textbook Controversy, Tony Taylor; (6) "Little Is Taught or Learned in Schools": Debates over the Place of History in the New Zealand School Curriculum, Mark Sheehan; (7) Transforming Images of Nation-Building: Ideology and Nationalism in History School Textbooks in Putin's Russia, 2001-2010, Joseph Zajda; (8) Dealing with a Reign of Virtue: The Post-Apartheid South African School History Curriculum, Rob Sieborger; (9) The History Working Group and Beyond: A Case Study in the UK's History Quarrels, Robert Guyver; and (10) Wars and Rumors of War: The Rhetoric and Reality of History Education in the United States, Keith Barton. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Counties; Rural Schools; Educational Policy; Educational History; Elementary Schools; Cultural Influences; Cultural Differences; Educational Principles; Asian Culture; State Officials; Educational Change; Archives; Gender Issues; Educational Development; Public Policy; Policy Analysis; Comparative Education; Single Sex Schools; Females; Tests; Educational Administration; Educational Finance; Asian History; Western Civilization

Abstract:
In the early 1900s, the Qing dynasty implemented a series of institutional reforms to shore up its power. The most important were a nationwide school system and the abolition of the centuries-old civil examinations. "A School in Every Village" recounts how villagers and local state officials in Haicheng County enacted orders to establish rural primary schools from 1904 to 1931. In the process, it also addresses topics central to scholarly debates on modern China, including modernization, state making, gender, and the impact of Western ideas on local society. Elizabeth VanderVen draws on untapped archival materials to overturn received notions about the modernity-tradition binary in Chinese history and about the Chinese state as an unwelcome operator in local society. What emerges is a dynamic portrait of interaction and cooperation among state officials, local officials, and villagers, who played a vital role in establishing schools, for both boys and girls, in their communities. Although the Communists, contemporary observers, and more recent scholarship have all depicted rural society as feudal and backward and the educational reforms of the early twentieth century a failure, VanderVen's provocative study reveals that local communities were capable of integrating foreign ideas and models into a system that was at once traditional and modern, Chinese and Western. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Crisis Intervention; Police; Police Education; Religious Factors; Altruism; Mental Disorders; Well Being; Subcultures; Asian History; Asian Culture; Medieval History; American Indian Culture; Armed Forces; Creative Activities

Abstract:
Crisis Intervention Teams (CIT) were developed to enable law enforcement officers to effectively and compassionately respond to calls involving people experiencing psychiatric distress. Mental health professionals responsible for training CIT officers are in a unique position to promote the compassionate treatment of those experiencing psychiatric distress as well as the well-being of the police officers themselves. Fostering spiritual connections and a compassionate-warrior mindset may enhance the training of CIT officers. This article includes descriptions of creative interventions including the use of historical compassionate-warrior comparisons, fictitious stories, and spiritual symbols. These techniques are based on warrior codes of groups such as samurai warriors, martial artists such as Shaolin Kung Fu, medieval knights, Native Americans, and the U.S. military. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Political Influences; Politics of Education; History Instruction; Local History; Asian History; National Curriculum; Educational Development; Educational History; Political Socialization; Curriculum Development; Curriculum Implementation

Abstract:
This article examines how interest groups in Hong Kong have politicised national history, an unpopular school subject, for their own political ends and allied themselves with the PRC against the SAR government and its policy of not making it a single, independent, compulsory core subject in the school curriculum. The article argues that this has been made possible by the "One country, two systems" administrative structure. (Contains 2 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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