Euro-Asian encounters on 21st-century competency-based curriculum reforms : cultural views on globalization and localization / Weili Zhao, Daniel Tröhler, editors.
Zhao, Weili, editor.; Tröhler, Daniel, editor.
2021
LB2806.15 .E87 2021
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Title Euro-Asian encounters on 21st-century competency-based curriculum reforms : cultural views on globalization and localization / Weili Zhao, Daniel Tröhler, editors.
ISBN 9789811630095 (electronic bk.)
9811630097 (electronic bk.)
9789811630088
9811630089
DOI https://doi.org/10.1007/978-981-16-3009-5
Published Singapore : Springer, [2021]
Copyright ©2021
Language English
Description 1 online resource : illustrations (some color)
Other Standard Identifiers 10.1007/978-981-16-3009-5 doi
Call Number LB2806.15 .E87 2021
Dewey Decimal Classification 375/.006
Summary 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 OECDs core competency definitions are rooted and how they are borrowed, resisted, and/or re-contextualized in various European states with a Christian, foremost Protestant educationalcultural heritage and Asian countries with a Confucian educationalcultural 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-states continuing curriculum reforms and school practices. At the same time, it situates individual nation-states latest curriculum reforms and practices within an international community for healthy dialogues and mutual sharing. By selecting two educationalcultural systems and wisdomChristian-Protestant and Confucianit 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-states curriculum policies and practices, but also creates new collaboration spaces within similar and across disparate culturaleducational regions. With its wide geopolitical and educationalcultural 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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Source of Description Online resource; title from PDF title page (SpringerLink, viewed July 30, 2021).
Added Author Zhao, Weili, editor.
Tröhler, Daniel, editor.
Available in Other Form Print version: 9789811630088
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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: Chinas Suyang Curriculum Reform as a Case Study
Chapter 10: Unpacking the Global-Local Entanglements in Hong Kongs 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.

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