國立高雄大學圖資館 |

Language: English

Back

Euro-Asian encounters on 21st-centur...

SpringerLink (Online service)

Euro-Asian encounters on 21st-century competency-based curriculum reformscultural views on globalization and localization /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Euro-Asian encounters on 21st-century competency-based curriculum reformsedited by Weili Zhao, Daniel Trohler.
Reminder of title:	cultural views on globalization and localization /
other author:	Zhao, Weili.
Published:	Singapore :Springer Singapore :2021.
Description:	viii, 247 p. :ill. (some col.), digital ;24 cm.
Contained By:	Springer Nature eBook
Subject:	Curriculum changeEurope.
Online resource:	https://doi.org/10.1007/978-981-16-3009-5
ISBN:	9789811630095$q(electronic bk.)

Euro-Asian encounters on 21st-century competency-based curriculum reformscultural views on globalization and localization /
Euro-Asian encounters on 21st-century competency-based curriculum reformscultural views on globalization and localization /[electronic resource] :edited by Weili Zhao, Daniel Trohler. - Singapore :Springer Singapore :2021. - viii, 247 p. :ill. (some col.), digital ;24 cm.

Part I: Introduction -- Chapter 1: Euro-Asia Encounters on 21st-Century Competency-Based Curriculum Reforms: A Historical and Cultural (Re)Turn -- Part II: The European Picture: Christian Protestant Ideals and Curriculum Reforms -- Chapter 2: The Transformation of Christian Missions to Educational Colonization, or Motives of Speaking and Listening in the One-sided Euro-American-Asian Dialogue -- Chapter 3: From Knowledge and Bildung toward Competences and Skills in Finnish Curriculum Policy? Some Theoretical, Historical, and Current Observations Related to Finland -- Chapter 4: Historical Trajectories of the Contract-School Model in Norway -- Chapter 5: Globalization and Localization in the Shaping of the Danish Public Education System: Recontextualization Processes in Four Historical Educational Reforms -- Chapter 6: Fixing the Future: Public Discourse on the Implementation of Education Standards in Austria -- Chapter 7: A Critical Review of the Competency-Based Curriculum in Spain -- Chapter 8: Competence-Based Curriculum Reforms in the Context of University Engineering Education in the Post-Soviet Lithuania - Hope or Disappointment? -- Part III: The East Asian Picture: Confucian Educational Cultures and Curriculum Reforms -- Chapter 9: Nationalism and Globalism as Epistemic Entanglements: China's Suyang Curriculum Reform as a Case Study -- Chapter 10: Unpacking the Global-Local Entanglements in Hong Kong's Curriculum Reform -- Chapter 11: Competency-Based Curriculum Reform and its Making of Korean Global Citizen -- Chapter 12: A Holistic Model of Competence: Curriculum Reforms for Preschool Education in Singapore -- Chapter 13: The Global Inside the National and the National Inside the Global: 'Zest for Living,' the Chi, Toku and Tai Triad, and the 'Model' of Japanese Education.

This book offers a geographically unique cultural comparative lens to examine the issue of transnational curriculum knowledge (re)production. Prompted by the ongoing competency-based curriculum reforms on a global scale, this book examines where global frameworks like the OECD's core competency definitions are rooted and how they are borrowed, resisted, and/or re-contextualized in various European states with a Christian, foremost Protestant educational-cultural heritage and Asian countries with a Confucian educational-cultural heritage. It highlights the roles that various factors, such as history, culture, religious attitudes, ideology, and state governance play in nation-states' re-contextualization of global curriculum policies and practices beyond a simplistic and dualistic globalism/power and nationalism/resistance dynamic. In doing so, it provides a global context to better understand individual nation-state's continuing curriculum reforms and school practices. At the same time, it situates individual nation-state's latest curriculum reforms and practices within an international community for healthy dialogues and mutual sharing. By selecting two educational-cultural systems and wisdom-Christian-Protestant and Confucian-it also offers a springboard for international curriculum studies beyond the usual confinement of geopolitical nation-state constructs. It not only sheds new light on each nation-state's curriculum policies and practices, but also creates new collaboration spaces within similar and across disparate cultural-educational regions. With its wide geopolitical and educational-cultural scope, this book appeals to a global market and can be used in a variety of undergraduate and graduate courses in comparative education, history of education, curriculum theory, school and society, and curriculum history.

ISBN: 9789811630095$q(electronic bk.)

Standard No.: 10.1007/978-981-16-3009-5doiSubjects--Topical Terms:

897850
Curriculum change
--Europe.

LC Class. No.: LB2806.15 / .E87 2021

Dewey Class. No.: 375.006

Euro-Asian encounters on 21st-century competency-based curriculum reformscultural views on globalization and localization /
LDR:04738nmm a2200325 a 4500 001 602216
003 DE-He213
005 20210712210105.0
006 m d
007 cr nn 008maaau
008 211112s2021 si s 0 eng d
020 $a 9789811630095$q(electronic bk.)
020 $a 9789811630088$q(paper)
024 7 $a 10.1007/978-981-16-3009-5 $2 doi
035 $a 978-981-16-3009-5
040 $a GP $c GP
041 0 $a eng
050 4 $a LB2806.15 $b .E87 2021
072 7 $a JN $2 bicssc
072 7 $a EDU043000 $2 bisacsh
072 7 $a JN $2 thema
082 0 4 $a 375.006 $2 23
090 $a LB2806.15 $b .E89 2021
245 0 0 $a Euro-Asian encounters on 21st-century competency-based curriculum reforms $h [electronic resource] : $b cultural views on globalization and localization / $c edited by Weili Zhao, Daniel Trohler.
260 $a Singapore : $b Springer Singapore : $b Imprint: Springer, $c 2021.
300 $a viii, 247 p. : $b ill. (some col.), digital ; $c 24 cm.
505 0 $a Part I: Introduction -- Chapter 1: Euro-Asia Encounters on 21st-Century Competency-Based Curriculum Reforms: A Historical and Cultural (Re)Turn -- Part II: The European Picture: Christian Protestant Ideals and Curriculum Reforms -- Chapter 2: The Transformation of Christian Missions to Educational Colonization, or Motives of Speaking and Listening in the One-sided Euro-American-Asian Dialogue -- Chapter 3: From Knowledge and Bildung toward Competences and Skills in Finnish Curriculum Policy? Some Theoretical, Historical, and Current Observations Related to Finland -- Chapter 4: Historical Trajectories of the Contract-School Model in Norway -- Chapter 5: Globalization and Localization in the Shaping of the Danish Public Education System: Recontextualization Processes in Four Historical Educational Reforms -- Chapter 6: Fixing the Future: Public Discourse on the Implementation of Education Standards in Austria -- Chapter 7: A Critical Review of the Competency-Based Curriculum in Spain -- Chapter 8: Competence-Based Curriculum Reforms in the Context of University Engineering Education in the Post-Soviet Lithuania - Hope or Disappointment? -- Part III: The East Asian Picture: Confucian Educational Cultures and Curriculum Reforms -- Chapter 9: Nationalism and Globalism as Epistemic Entanglements: China's Suyang Curriculum Reform as a Case Study -- Chapter 10: Unpacking the Global-Local Entanglements in Hong Kong's Curriculum Reform -- Chapter 11: Competency-Based Curriculum Reform and its Making of Korean Global Citizen -- Chapter 12: A Holistic Model of Competence: Curriculum Reforms for Preschool Education in Singapore -- Chapter 13: The Global Inside the National and the National Inside the Global: 'Zest for Living,' the Chi, Toku and Tai Triad, and the 'Model' of Japanese Education.
520 $a This book offers a geographically unique cultural comparative lens to examine the issue of transnational curriculum knowledge (re)production. Prompted by the ongoing competency-based curriculum reforms on a global scale, this book examines where global frameworks like the OECD's core competency definitions are rooted and how they are borrowed, resisted, and/or re-contextualized in various European states with a Christian, foremost Protestant educational-cultural heritage and Asian countries with a Confucian educational-cultural heritage. It highlights the roles that various factors, such as history, culture, religious attitudes, ideology, and state governance play in nation-states' re-contextualization of global curriculum policies and practices beyond a simplistic and dualistic globalism/power and nationalism/resistance dynamic. In doing so, it provides a global context to better understand individual nation-state's continuing curriculum reforms and school practices. At the same time, it situates individual nation-state's latest curriculum reforms and practices within an international community for healthy dialogues and mutual sharing. By selecting two educational-cultural systems and wisdom-Christian-Protestant and Confucian-it also offers a springboard for international curriculum studies beyond the usual confinement of geopolitical nation-state constructs. It not only sheds new light on each nation-state's curriculum policies and practices, but also creates new collaboration spaces within similar and across disparate cultural-educational regions. With its wide geopolitical and educational-cultural scope, this book appeals to a global market and can be used in a variety of undergraduate and graduate courses in comparative education, history of education, curriculum theory, school and society, and curriculum history.
650 0 $a Curriculum change $z Europe. $3 897850
650 0 $a Curriculum change $z Asia. $3 839052
650 0 $a Comparative education. $3 179373
650 0 $a Education and globalization. $3 276626
650 1 4 $a International and Comparative Education. $3 338769
650 2 4 $a Curriculum Studies. $3 274574
700 1 $a Zhao, Weili. $3 897849
700 1 $a Trohler, Daniel. $3 549771
710 2 $a SpringerLink (Online service) $3 273601
773 0 $t Springer Nature eBook
856 4 0 $u https://doi.org/10.1007/978-981-16-3009-5
950 $a Education (SpringerNature-41171)