Education, Culture, and Identity in Twentieth-century ChinaGlen Peterson, Ruth Hayhoe, Yongling Lu University of Michigan Press, 2001 - 498 頁 Educational pursuits run like a rich thread through the fabric of China's turbulent twentieth century. From the founding of China's first modern school system in the late Qing dynasty through the republican era to the latest educational developments in the People's Republic of China, this book seeks to understand how developments in education contributed to, and were in turn influenced by, cultural patterns and the ongoing search for identity by individuals, collectivities, and states. Its sixteen contributors explore three themes that have enlivened China studies in recent years: sino-foreign interactions, state-society relations, and gender representation and identification. Unlike most studies of modern Chinese education that focus exclusively on the post-1949 era, Education, Culture, and Identity in Twentieth-Century China represents a deliberate attempt to break through the 1949 barrier and embrace the entire century. Culture emerges in this study as a deeper level factor that underlay the development of education in each period and shaped certain recurrent patterns, while identity involves a search for individual and collective meaning that went on under different regimes. The product of a genuinely multidisciplinary effort to promote cross-fertilization among an international team of scholars in a wide range of disciplines, Education, Culture, and Identity in Twentieth-Century China will interest students and scholars of modern China, comparative and international education, educational policy, and international relations. It will also appeal to policy makers and professionals associated with international organizations. Glen Peterson is Associate Professor of History, University of British Columbia. Ruth Hayhoe is Director, Hong Kong Institute of Education. Yongling Lu is a graduate student in the History Department, Stanford University. |
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內容
Introduction | 1 |
Douglas R Reynolds | 23 |
Some | 54 |
The AngloChinese College Fuzhou | 109 |
British Protestant Educational Activities and the Nationalization | 137 |
Two Turning Points | 161 |
State and Society in Chinese Education | 187 |
Peasant Education and the Reconstruction of Village Society | 217 |
Problems | 297 |
Gender Representation and Identification | 315 |
Zhili First Womens Normal School | 348 |
Reclaiming the Social | 375 |
Gender | 403 |
The Womens Studies Movement in China in the 1980s and 1990s | 430 |
Glossary | 451 |
List of Contributors | 481 |
Education Skills and Careers in Twentieth | 238 |
University Autonomy in TwentiethCentury China | 265 |
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academic ACWF Akha alumni Anglo-Chinese College autonomy Beijing British mission Cai Yuanpei Chen Chinese education Chinese women Chongqing Christian chubanshe Communist cultural daxue Deng Yingchao economic educa education system educational reform elementary essay established ethnic female students foreign Fujian funü Fuzhou gender girls graduates Guangdong Han Chinese Harbin higher education Hu Shi Ibid individual Japanese jiaoyu late Qing Lijiazhuang literacy Manchukuo Manchuria McTyeire middle school mission schools missionaries Modern China movement Naxi Neo-Confucian nüzi official percent period political primary schools private schools programs province regulations role rural Russian school system secondary schools Shandong Shanghai shifan Sichuan Sipsong Panna social society Soviet Tao Xingzhi teachers teaching Tianjin tion tional Tō-A Dōbun Shoin traditional twentieth century village Western women's education Women's Normal School women's schools women's studies xuetang xuexiao yuan zazhi Zhang Zheng Zhili Zhongguo jiaoyu Zhonghua Zouping