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 1 到 3 筆結果,共 84 筆
第 3 頁
... century . This book seeks to fill that gap with a multidisciplinary study of the history of education in China from 1900 to the closing years of the century . Our decision to take the twentieth century as the focus of inquiry is based ...
... century . This book seeks to fill that gap with a multidisciplinary study of the history of education in China from 1900 to the closing years of the century . Our decision to take the twentieth century as the focus of inquiry is based ...
第 4 頁
... century educators as well as to political leaders and revolutionaries . Indeed , teaching was invested with a new and even greater significance in the context of twentieth - century pedagogy and its association of universal education ...
... century educators as well as to political leaders and revolutionaries . Indeed , teaching was invested with a new and even greater significance in the context of twentieth - century pedagogy and its association of universal education ...
第 29 頁
... century China . Ding is particularly interested in the 1920s and 1930s and the 1980s and 1990s as " turning points " for Chinese educators in consciously absorbing foreign educational influ- ences . Instead of blindly copying foreign ...
... century China . Ding is particularly interested in the 1920s and 1930s and the 1980s and 1990s as " turning points " for Chinese educators in consciously absorbing foreign educational influ- ences . Instead of blindly copying foreign ...
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