| 000 | 05692nam a22005415i 4500 | ||
|---|---|---|---|
| 001 | 978-981-16-3009-5 | ||
| 003 | MN-UlMNUE | ||
| 005 | 20230201153823.0 | ||
| 007 | cr nn 008mamaa | ||
| 008 | 210712s2021 si | s |||| 0|eng d | ||
| 020 | _a9789811630095 | ||
| 024 | 7 |
_a10.1007/978-981-16-3009-5 _2doi |
|
| 040 |
_aMN-UlMNUE _bENG _cMN-UlMNUE _dMN-UlMNUE _erda |
||
| 041 | _aENG | ||
| 050 | 4 | _aLB43 | |
| 050 | 4 | _aLC1090 | |
| 072 | 7 |
_aJN _2bicssc |
|
| 072 | 7 |
_aEDU043000 _2bisacsh |
|
| 072 | 7 |
_aJND _2thema |
|
| 082 | 0 | 4 |
_a370.116 _223 |
| 082 | 0 | 4 |
_a370.9 _223 |
| 245 | 1 | 0 |
_aEuro-Asian Encounters on 21st-Century Competency-Based Curriculum Reforms _h[electronic resource] : _bCultural Views on Globalization and Localization / _cedited by Weili Zhao, Daniel Tröhler. |
| 250 | _a1st ed. 2021. | ||
| 264 | 1 |
_aSingapore : _bSpringer Nature Singapore : _bImprint: Springer, _c2021. |
|
| 300 |
_aVIII, 247 p. 8 illus., 4 illus. in color. _bonline resource. |
||
| 336 |
_atext _btxt _2rdacontent |
||
| 337 |
_acomputer _bc _2rdamedia |
||
| 338 |
_aonline resource _bcr _2rdacarrier |
||
| 347 |
_atext file _bPDF _2rda |
||
| 505 | 0 | _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: China’s Suyang Curriculum Reform as a Case Study -- Chapter 10: Unpacking the Global-Local Entanglements in Hong Kong’s 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. | |
| 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 OECD’s core competency definitions are rooted and how they are borrowed, resisted, and/or re-contextualized in various European states with a Christian, foremost Protestant educational–cultural heritage and Asian countries with a Confucian educational–cultural 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-state’s continuing curriculum reforms and school practices. At the same time, it situates individual nation-state’s latest curriculum reforms and practices within an international community for healthy dialogues and mutual sharing. By selecting two educational–cultural systems and wisdom—Christian-Protestant and Confucian—it 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-state’s curriculum policies and practices, but also creates new collaboration spaces within similar and across disparate cultural–educational regions. With its wide geopolitical and educational–cultural 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. | ||
| 650 | 0 |
_aInternational education . _91406 |
|
| 650 | 0 | _aComparative education. | |
| 650 | 0 |
_aEducation—Curricula. _91410 |
|
| 650 | 1 | 4 |
_aInternational and Comparative Education. _91411 |
| 650 | 2 | 4 |
_aCurriculum Studies. _91414 |
| 700 | 1 |
_aZhao, Weili. _eeditor. _4edt _4http://id.loc.gov/vocabulary/relators/edt _91670 |
|
| 700 | 1 |
_aTröhler, Daniel. _eeditor. _4edt _4http://id.loc.gov/vocabulary/relators/edt _91671 |
|
| 710 | 2 | _aSpringerLink (Online service) | |
| 773 | 0 | _tSpringer Nature eBook | |
| 776 | 0 | 8 |
_iPrinted edition: _z9789811630088 |
| 776 | 0 | 8 |
_iPrinted edition: _z9789811630101 |
| 776 | 0 | 8 |
_iPrinted edition: _z9789811630118 |
| 856 | 4 | 0 | _uhttps://doi.org/10.1007/978-981-16-3009-5 |
| 942 |
_2ddc _cEBOOK |
||
| 999 |
_c105290 _d105290 |
||