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ERIC Number: EJ1100523
Record Type: Journal
Publication Date: 2016
Pages: 12
Abstractor: As Provided
Reference Count: 33
ISBN: N/A
ISSN: ISSN-0013-1881
Tensions and Challenges in China's Education Policy Borrowing
Tan, Charlene
Educational Research, v58 n2 p195-206 2016
Background: This article critically discusses the key tensions and challenges arising from the educational policy borrowing in China, through its current education reform. Focussing on the new curriculum reform (NCR), the paper highlights the interactions and conflicts between foreign and local ideologies and practices. Sources of evidence: The main sources of evidence that form the basis of the analysis for this article were research data from an open ended questionnaire and semi-structured interviews conducted with 166 school principals, vice-principals and teachers from China between 2013 and 2015. Main argument: It is argued that the NCR has borrowed selective ideas and practices from elsewhere, such as a school-based curriculum, student-centred pedagogy and formative assessment. It is further suggested that the borrowed policies are mediated and moderated by the ideological attitude of the Chinese educational stakeholders, stemming from the notion of "theory-ladenness" within an exam-oriented paradigm. Conclusions: The example of China illustrates the effects of an ideological attitude on educational policy borrowing that challenges the notion of universally appropriate ways of teaching, learning and reforming an educational system.
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 Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China