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001438098 0247_ $$a10.1007/978-981-16-3009-5$$2doi
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001438098 050_4 $$aLB2806.15$$b.E87 2021
001438098 08204 $$a375/.006$$223
001438098 24500 $$aEuro-Asian encounters on 21st-century competency-based curriculum reforms :$$bcultural views on globalization and localization /$$cWeili Zhao, Daniel Tröhler, editors.
001438098 264_1 $$aSingapore :$$bSpringer,$$c[2021]
001438098 264_4 $$c©2021
001438098 300__ $$a1 online resource :$$billustrations (some color)
001438098 336__ $$atext$$btxt$$2rdacontent
001438098 337__ $$acomputer$$bc$$2rdamedia
001438098 338__ $$aonline resource$$bcr$$2rdacarrier
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001438098 347__ $$bPDF
001438098 5050_ $$aPart 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.
001438098 506__ $$aAccess limited to authorized users.
001438098 520__ $$aThis 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.
001438098 588__ $$aOnline resource; title from PDF title page (SpringerLink, viewed July 30, 2021).
001438098 650_0 $$aCurriculum change$$zEurope.
001438098 650_0 $$aCurriculum change$$zAsia.
001438098 650_0 $$aComparative education.
001438098 650_0 $$aEducation and globalization.
001438098 650_6 $$aProgrammes d'études$$xChangements$$zEurope.
001438098 650_6 $$aProgrammes d'études$$xChangements$$zAsie.
001438098 650_6 $$aÉducation comparée.
001438098 650_6 $$aÉducation et mondialisation.
001438098 655_0 $$aElectronic books.
001438098 7001_ $$aZhao, Weili,$$eeditor.
001438098 7001_ $$aTröhler, Daniel,$$eeditor.
001438098 77608 $$iPrint version:$$z9811630089$$z9789811630088$$w(OCoLC)1249092141
001438098 852__ $$bebk
001438098 85640 $$3Springer Nature$$uhttps://univsouthin.idm.oclc.org/login?url=https://link.springer.com/10.1007/978-981-16-3009-5$$zOnline Access$$91397441.1
001438098 909CO $$ooai:library.usi.edu:1438098$$pGLOBAL_SET
001438098 980__ $$aBIB
001438098 980__ $$aEBOOK
001438098 982__ $$aEbook
001438098 983__ $$aOnline
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