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

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

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Euro-Asian encounters on 21st-century competency-based curriculum reformsedited by Weili Zhao, Daniel Trohler.
其他題名:	cultural views on globalization and localization /
其他作者:	Zhao, Weili.
出版者:	Singapore :Springer Singapore :2021.
面頁冊數:	viii, 247 p. :ill. (some col.), digital ;24 cm.
Contained By:	Springer Nature eBook
標題:	Curriculum changeEurope.
電子資源:	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 /
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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.
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