China's rise, an increasing emphasis on international education benchmarking, and a global recognition of East Asian countries' success in this regard have brought the issue of Chinese education to the forefront of public consciousness. In particular, the concept of a Chinese education model is one that has sparked debate and quickly become a major focus of education research around the world, especially in light of regional achievements vis-à-vis university rankings, bibliometric indices, the Programme for International Student Assessment (PISA), Trends in International Mathematics and Science Study (TIMSS), and other such benchmarks. Chinese Education Models in a Global Age tackles this controversial issue head on by synthesizing a diversity of analyses from a world-class team of twenty-seven authors. It reveals that Chinese education models, which are present in many different geographic and institutional contexts, have an important influence on social and institutional norms as well as individual belief systems and behaviors in China and beyond. The first of its kind, this edited volume establishes a foundation for future research while providing a nuanced and tightly integrated compilation of differing perspectives on the role and impact of Chinese education models worldwide. It is essential reading for all scholars, policymakers, students, parents, and educators interested in the rising demographic and economic influence of people of Chinese descent on education around the world.

Sets the stage for debate on the controversial issue of whether or not there is a distinct Chinese education model Explores the diverse contexts in which Chinese education models manifest themselves around the world Re-conceptualizes Chinese education as being characterized by dynamism, hybridity, and heterogeneity Reveals the powerful influence of Chinese education models on societies, institutions, and individuals worldwide Includes supplementary material: sn.pub/extras

Autorentext
Chuing Prudence Chou () received her PhD in Comparative and International Education from the University of California, Los Angeles, and is a professor in the Department of Education at National Chengchi University, Taiwan. Her research interests include comparative studies on international higher education reform, gender equity in education, and cultural exchange in rival states. She edited a book entitled The SSCI Syndrome in Higher Education: A Local or Global Phenomenon (2014), which touches upon the ongoing crisis caused by the world-class university rankings and makes a cogent argument for culturally-responsive research in the social sciences and humanities across the non-English speaking world.
Jonathan Spangler is the Director of the Asia-Pacific Policy Research Association (APPRA), an Adjunct Lecturer with the Program in Social Innovation Leadership at National Chengchi University, and a Doctoral Fellow with the Institute of European and American Studies at Academia Sinica in Taipei, Taiwan. Since 2003, he has worked as an educator and curriculum designer in diverse disciplines, including international relations, education, quantitative reasoning, agriculture, and languages, in six different countries. He has spent the past eight years living in East Asia.

Inhalt
Part I: When Past Meets Future.- 1 Embedded Models of Development: Educational Changes in the People's Republic of China.- 2 The Chinese University 3.0 in a Global Age: History, Modernity and Future.- 3 Curriculum Reform and Education Policy Borrowing in China: Towards a Hybrid Model of Teaching.- 4 Expanding Horizons of Curriculum Wisdoms: Teachers' Experiences in New Curriculum Reform in China.- 5 A Study of Educational Policies Relating to Afterschool Programs and Educational Equality in Taiwan.- 6 Academic Self-colonization and the Crisis of Higher Education in Taiwan and Mainland China.- 7 From Cultural Rehabilitation to Cultural Renaissance: Through the Education of Indigenous Social Science.- Part II: When East Meets West.- 8 A Chinese Approach to Learning? A Comparative Study on Time Use Patterns of 15-Year Old Students in PISA 2012.- 9 Chinese Higher Education Model in Change: Negotiation with Western Power.- 10 Differences Between Non-Native and Native Chinese Speaking Teachers: Voices from Overseas Students Who Study Chinese in China.- 11 Dangling Between the Traditional and the Reformist: Reality Shocks for Student Teachers amid the Tide of Educational Reform in a Test-Oriented Culture.- 12 A Chinese Model of Citizenship Education in Taiwan: Under the Influence of Globalization, Localization and Cross-straitization.- 13 Impacts of Online Education on Existing Education Models: Empirical Evidence from Taiwan.- 14 A Chinese Model of Education in New Zealand.- 15 Shifting Paradigm: Reforming Chinese Language Education in the Philippines.- 16 Perceptions of East Asian Students in Canadian Graduate Schools: What They May Indicate about School Speech in a Chinese Model of Education.- 17 Educative and Child-rearing Practices among Recent Chinese Migrants in Australia: Continuity, Change, Hybridity.- Part III: When Theory Meets Practice.- 18 The Chinese Model of Teacher Education: The Humanist Way for Chinese Learners, Teachers and Schools.- 19 Deweyan Student-Centered Pedagogy and Confucian Epistemology: Dilemmatic Pragmatism and Neo-Patriotism?.- 20 Chinese Models of University Quality Assurance: Case Studies from China and Taiwan.- 21 Chinese Teaching and Learning of Mathematics.- 22 Confucian Education Ideology and its Impact on Chinese Mathematics Teaching and Learning.- 23 A Case Study of a Chinese/English Dual Language Program in New York City.- Part IV: Conclusion.- 24 Chinese Education Models in a Global Age: Myth or Reality?.