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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第 173 頁
... academic issues were blurred . Only in the 1980s was there a renewed consideration of Kairov's work , and then the focus of the academic debate was on whether education should be developed along formal academic lines or whether the ...
... academic issues were blurred . Only in the 1980s was there a renewed consideration of Kairov's work , and then the focus of the academic debate was on whether education should be developed along formal academic lines or whether the ...
第 281 頁
... academic role . Under presidential administration several academic committees have been set up to supervise and guide academic development . The degree committee is responsible for decisions about confer- ring degrees on students at all ...
... academic role . Under presidential administration several academic committees have been set up to supervise and guide academic development . The degree committee is responsible for decisions about confer- ring degrees on students at all ...
第 285 頁
... academic . One of the problems that troubled the leadership was that the institute was too young to have a high academic standing . Without an adequate academic standing , it would be hard to maintain its success . Thus , it was ...
... academic . One of the problems that troubled the leadership was that the institute was too young to have a high academic standing . Without an adequate academic standing , it would be hard to maintain its success . Thus , it was ...
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