This book offers a nuanced and research-based, critical account of the current status of Chinese education at differing levels within China, in the context of its position on the global economic and political stage.
Following on from in-depth discussion of China’s global policies including the Forum on China and Africa Cooperation (FOCAC) action plan, and the Belt and Road Initiative (BRI), chapters present empirically based case studies showcasing a range of theoretical perspectives on higher education, neoliberalism and nationalism, teacher training and identity, and curriculum design, amongst other areas of research. The book contextualises the role of education internally within China as it faces global challenges and explores how China has developed its education programmes within its national and international strategies. Key trends in educational development are also addressed, such as the digitalisation of education and artificial intelligence.
Ultimately offering a critical analysis of the Chinese education system in the context of globalisation, this book will be relevant to scholars, academics, and postgraduate students in the fields of international and comparative education, educational policy and politics, and Chinese education development more specifically. Educational policymakers may also find this volume of interest.
Introduction Overview of Book Part 1: Education, China and International Relations 1. Rethinking the EU - China cooperation in higher education: Bilateral responses to global change 2. Assessing the implementation of China’s educational policies in higher education institutions in the context of global expansion 3. From Confucius Institute to Luban Workshop: China’s evolving education policies in Africa Part 2: Chinese education facing global uncertainties and competition 4. Deciphering ‘Chinese characteristics’: Insights from ‘the China Discipline Evaluation of Chinese characteristics’ and its implications 5. Marginalised ‘nation-builders’: The effects of the combination of nationalism and neoliberalism in China on rural and urban students in English language education at the compulsory education stage 6. Reflections on an innovative science teachers’ education programme in China Part 3: Addressing global to local in Chinese classrooms 7. Tong Ke Yi Gou: A localised form of teacher inquiry in China 8. Three approaches to education for international understanding in Chinese schools 9. International understanding through curriculum design: New practice from an experimental international school in Guangdong Part 4: Teaching and researching in international education on Chinese campuses 10. The teaching of comparative education in China: Development, challenges and future trends 11. The current status, issues, and trends of comparative education research in Beijing institutions from 2013 to 2023 12. Promoting international understanding in China: University English language teachers’ dilemmas and voices
Tingting Yuan is a researcher and lecturer at the School of Education, University of Nottingham, UK. Catherine A. Simon is a Visiting Research Fellow and Teaching Fellow at Bath Spa University, UK, and an Education Studies consultant in Higher Education.
Reviews for Chinese Education in a Changing Global Landscape: Projects, Policies and Practices from Schools to Universities
“With its multidimensional landscape and rich detail, this book presents the latest developments in Chinese education from a global perspective, highlighting China’s efforts to fulfil its commitments to SDG4 and promote international understanding. Undoubtedly, it is an essential read for the international community to rethink Chinese education in the 21st century.” Mingyuan Gu, Distinguished Professor of Beijing Normal University, Honorary Professor of Teachers College, Columbia University, US “We cannot consider international educational development without thoroughly giving thought to each country’s context, including cultural, geographical and societal influences. This book uniquely details education in Chinese schools and universities. Its use of empirical research and consideration of international influences on practice make this a valuable addition to the book series.” Zeta Williams-Brown, Professor for Inclusive Education, University of Wolverhampton, UK
