China’s Education, Curriculum Knowledge and Cultural Inscriptions : Dancing with The Wind book cover
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China’s Education, Curriculum Knowledge and Cultural Inscriptions
Dancing with The Wind





ISBN 9780415787543
Published June 20, 2018 by Routledge
222 Pages 6 B/W Illustrations

 
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Book Description

With a focus on the role of discourse and language in education, this book examines China’s educational reform from an original perspective that avoids mapping on Westernized educational sensibilities to a Chinese environment. Zhao untangles the tradition-modernity division expressed in China’s educational language about the body and teacher-student difference. Exploring the historical and cultural implications of the ways China’s schooling is talked about and acted upon, Zhao argues that Chinese notion "wind" (feng) is a defining aspect of Chinese teaching and learning. Incorporating Western and Chinese literature, this book explores the language of education, curriculum, and knowledge on a cross-cultural landscape and as cultural inscriptions.

Table of Contents

Series Foreword



Book Foreword



Preface



Introduction: Encountering the Chinese "Wind" and "Body" Aporia as a Starting Point



PART ONE: OVERCOMING "EPISTEMICIDE" IN CROSS-CULTURAL EDUCATIONAL STUDIES



1."Epistemicide" as an Effect of Comparative Paradigms and Globalized Discourses



2. An Archaeological-Historical Mode of Inquiry



3. An Ontological Language-Discourse Perspective



PART TWO: PARADIGMATIC UNPACKINGS OF CHINA’S LANGUAGE, KNOWLEDGE, AND EDUCATION



4. Beyond Representation: Yijing Thought and Confucius’ Wind-Pedagogy



5. Beyond Conceptual Thinking: Chinese Body-Thinking and Educational Body



6. Beyond Identity vs. Difference Division: A Daoist Teacher-Student (Re)Ordering



PART III: REVISITNG MY RESEARCH-LEARNING JOURNEY AS A POST-FOUDNATIONAL CASE STUDY



7. Daoist Onto-Un-Learning Way & Post-foundational Study



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Author(s)

Biography

Weili Zhao obtained her Ph.D. from the University of Wisconsin-Madison, USA in 2015 and is currently an Assistant Professor in the Department of Curriculum and Instruction at the Chinese University of Hong Kong. With intellectual training in both discourse analysis and curriculum studies, she is interested in unpacking China’s current educational thinking and practices at the nexus, and as the (dis)assemblage, of tradition and modernity, East and West. Specifically, her research explicates the historical-cultural-philosophical insights of Chinese knowledge, curriculum, and educational thinking to hopefully dialogue with, for mutual informing and clarifications, the latest intellectual turns (say, the linguistic, body, cultural, study, affect turns) in the Western scholarship.