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ERIC Number: EJ1087947
Record Type: Journal
Publication Date: 2015
Pages: 15
Abstractor: As Provided
ISSN: EISSN-2331-186X
How Culture Matters in Educational Borrowing? Chinese Teachers' Dilemmas in a Global Era
Liu, Sheng-nan; Feng, Da-ming
Cogent Education, v2 n1 Article 1046410 2015
Educational borrowing may cause numerous dilemmas that emerge from cross-cultural differences among teachers in the globalization. Through the case study on the flipped classroom introduced from the United States into Chinese middle schools, this article presents an examination of dilemmas that teachers encountered during educational borrowing in the global era. Based on the theoretical literature on cultural-historical activity theory, the study used interviews, field observations, and documents from six secondary schools in mainland China for one and a half years to understand comprehensively the dilemmas that teachers encountered when implementing the flipped classroom. The findings indicate that understandings of knowledge production, transmission, and the goal of education in mainland China differ from those in the west, which is the main reason for the teacher dilemmas. Because of the diversity in social culture, we suggest that teachers should be more culturally sensitive and improve compatibility in the process of educational borrowing.
Cogent OA. Available from: Taylor & Francis Group. 284 Park Square Milton Park, Abingdon, Oxfordshire, OX14 4RN, UK. Tel: +44-20-7017-6000; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools; Secondary Education; Junior High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China; United States
Grant or Contract Numbers: N/A