Chinas Education, Curriculum Knowledge and Cultural Inscriptions: Dancing with [Hardcover]

With a focus on the role of discourse and language in education, this book examines Chinas 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 Chinas educational language about the body and teacher-student difference. Exploring the historical and cultural implications of the ways Chinas 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.

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 CHINAS 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

With a focus on the role of discourse and language in elÓV