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ERIC Number: ED511209
Record Type: Non-Journal
Publication Date: 2010-Jan
Pages: 10
Abstractor: As Provided
Reference Count: 27
ISBN: N/A
ISSN: ISSN-1548-6613
Traveling Theory: The Dissemination and Transformation of Educational Narrative Inquiry in China
Peng, Cai-xia
Online Submission, US-China Education Review v7 n1 p41-50 Jan 2010
Educational narrative inquiry has gained popularity since it was exported to China at the end of 1990s. The journey of educational narrative inquiry from western countries to China experiences four typical stages of the way any theory or idea traveling, which was put forward by Edward W. Said in 1983. The new curriculum reform and the trends of teacher professionalization and teacher education integration, as well as the experiential and temporal characteristics of narrative inquiry itself, stimulate their dissemination in China, where they also encounter evitable resistance because of the tradition of quantitative and speculative methodology. Due to the different cultural backgrounds and the impact of translation, the educational narrative inquiry has been transformed to some extent. The transformation can be classified into five aspects: the modeling of procedures and forms; the presupposition of aims and too many voices from researchers; the lack of deep description and interpretation; the little reflection on the method itself and closing structure. The most important factor responsible for its transformation is the Chinese thinking mode, including holistic and intuitive thinking, "complete thinking", inveterate subject-object dichotomy thinking and the tendency of making value judgment before factual judgment. For its better development in China, more exploration and reflections is required.
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China