History Education And National Identity In East Asia

Author: Edward Vickers
Editor: Routledge
ISBN: 1135405077
Size: 10,52 MB
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Visions of the past are crucual to the way that any community imagines itself and constructs its identity. This edited volume contains the first significant studies of the politics of history education in East Asian societies.

Designing History In East Asian Textbooks

Author: Gotelind Müller-Saini
Editor: Taylor & Francis
ISBN: 1136826920
Size: 11,88 MB
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This book analyses the efforts throughout East Asia to deploy education for purposes of political socialization, and in particular in order to shape notions of identity. Written by a group of international education experts chapters discuss the enduring focus on the role of curricula in inculcating homogenous visions of the national self, and indeed homogenized visions of significant 'others'. The book also looks at the alternative approaches to textbook design, including the new trend of common textbook initiatives which operate with the aim of defusing the tensions that mutual representation have tended to fuel. It also breaks new ground in the alaysis of East Asia's textbook wars by including contributions from scholars and curriculum developers involved in writing national and multi-national history textbooks.

History Education In The Formation Of Social Identity

Author: K. Korostelina
Editor: Springer
ISBN: 1137374764
Size: 11,16 MB
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In order to determine how history education can be harnessed to reduce conflict attitudes and intentions and create a culture of peace, this book examines how history curricula and textbooks shape the identities of their students through their portrayals of ingroup and outgroup identity, intergroup boundaries, and value systems.

Education As A Political Tool In Asia

Author: Marie Lall
Editor: Taylor & Francis
ISBN: 0415595363
Size: 19,38 MB
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This book offers a fresh and comparative approach in questioning what education is being used for and what the effects of the politicisation of education are on Asian societies in the era of globalisation. Education has been used as a political tool throughout the ages and across the whole world to define national identity and underlie the political rationale of regimes. In the contemporary, globalising world there are particularly interesting examples of this throughout Asia, ranging from the new definition of Indian national identity as a Hindu identity (to contrast with Pakistan's Islamic identity), to particular versions of nationalism in China, Japan, Singapore and Vietnam. In Asia education systems have their origins in processes of state formation aimed either at bolstering 'self-strengthening' resistance to the encroachments of Western and/or Asian imperialism, or at furthering projects of post-colonial nation-building. State elites have sought to popularise powerful visions of nationhood, to equip these visions with a historical 'back-story', and to endow them with the maximum sentimental charge. This book explores all of these developments, emphasising that education is seen by nations across Asia, as elsewhere, as more than simply a tool for economic development, and that issues of national identity and the tolerance - or lack of it - of ethnic, cultural or religious diversity can be at least as important as issues of literacy and access. Interdisciplinary and unique in its analysis, this book will be of interest to scholars of political science, research in education and Asian Studies.

Controversial History Education In Asian Contexts

Author: Mark Baildon
Editor: Routledge
ISBN: 1135014213
Size: 19,85 MB
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This book examines both history textbook controversies AND teaching historical controversy in Asian contexts. The different perspectives provided by the book’s authors offer numerous insights, examples, and approaches for understanding historical controversy to provide a practical gold mine for scholars and practitioners. The book provides case studies of history textbook controversies ranging from treatments of the Nanjing Massacre to a comparative treatment of Japanese occupation in Vietnamese and Singaporean textbooks to the differences in history textbooks published by secular and Hindu nationalist governments in India. It also offers a range of approaches for teaching historical controversy in classrooms. These include Structured Academic Controversy, the use of Japanese manga, teaching controversy through case studies, student facilitated discussion processes, and discipline-based approaches that can be used in history classrooms. The book’s chapters will help educational researchers and curricularists consider new approaches for curriculum design, curriculum study, and classroom research.

From Citizenship Education To National Education

Author: King Man Eric Chong
Editor: Taylor & Francis
ISBN: 1317229754
Size: 20,32 MB
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This book makes a timely contribution to understanding perceptions on national identity and National Education, with both of them have become controversial topics in Hong Kong Special Administrative Region (SAR) of China. In a so-called globalization era, national identity and National Education, with the latter having an aim of fostering a Chinese national identity in education, have been significantly pushed ahead by the Hong Kong SAR government since the early 2000s as a response to the return of sovereignty to China in 1997. Teacher perception matters to what they select and how they teach in the schools. By incorporating fieldworks of teacher interviews, observation and documentary analysis, this book argues for a multi-layered conception of identity, different aims, contents and diversified methods of National Education should be recognized. This book is likely to become a useful account of teacher perception on national identity and National Education in citizenship education literature, and it will be relevant to policymakers, teachers, trainers and researchers. Chapters include, 1. Different meanings of national identity of teachers and aims, contents and methods of National Education 2. From Citizenship Education to National Education in a Chinese society 3. Implications for understanding National Education in a globalization era: mixed identification, multi-layered identities, knowledge transmission, and ‘global identity’

Imagining Japan In Post War East Asia

Author: Paul Morris
Editor: Routledge
ISBN: 1134684908
Size: 17,24 MB
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In the decades since her defeat in the Second World War, Japan has continued to loom large in the national imagination of many of her East Asian neighbours. While for many, Japan still conjures up images of rampant military brutality, at different times and in different communities, alternative images of the Japanese ‘Other’ have vied for predominance – in ways that remain poorly understood, not least within Japan itself. Imagining Japan in Postwar East Asia analyses the portrayal of Japan in the societies of East and Southeast Asia, and asks how and why this has changed in recent decades, and what these changing images of Japan reveal about the ways in which these societies construct their own identities. It examines the role played by an imagined ‘Japan’ in the construction of national selves across the East Asian region, as mediated through a broad range of media ranging from school curricula and textbooks to film, television, literature and comics. Commencing with an extensive thematic and comparative overview chapter, the volume also includes contributions focusing specifically on Chinese societies (the mainland PRC, Hong Kong and Taiwan), Korea, the Philippines, Malaysia and Singapore. These studies show how changes in the representation of Japan have been related to political, social and cultural shifts within the societies of East Asia – and in particular to the ways in which these societies have imagined or constructed their own identities. Bringing together contributors working in the fields of education, anthropology, history, sociology, political science and media studies, this interdisciplinary volume will be of interest to all students and scholars concerned with issues of identity, politics and culture in the societies of East Asia, and to those seeking a deeper understanding of Japan’s fraught relations with its regional neighbours.

Education And Society In Post Mao China

Author: Edward Vickers
Editor: Taylor & Francis
ISBN: 1351719742
Size: 20,39 MB
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The post-Mao period has witnessed rapid social and economic transformation in all walks of Chinese life – much of it fuelled by, or reflected in, changes to the country’s education system. This book analyses the development of that system since the abandonment of radical Maoism and the inauguration of ‘Reform and Opening’ in the late 1970s. The principal focus is on formal education in schools and conventional institutions of tertiary education, but there is also some discussion of preschools, vocational training, and learning in non-formal contexts. The book begins with a discussion of the historical and comparative context for evaluating China’s educational ‘achievements’, followed by an extensive discussion of the key transitions in education policymaking during the ‘Reform and Opening’ period. This informs the subsequent examination of changes affecting the different phases of education from preschool to tertiary level. There are also chapters dealing specifically with the financing and administration of schooling, curriculum development, the public examinations system, the teaching profession, the phenomenon of marketisation, and the ‘international dimension’ of Chinese education. The book concludes with an assessment of the social consequences of educational change in the post-Mao era and a critical discussion of the recent fashion in certain Western countries for hailing China as an educational model. The analysis is supported by a wealth of sources – primary and secondary, textual and statistical – and is informed by both authors’ wide-ranging experience of Chinese education. As the first monograph on China's educational development during the forty years of the post-Mao era, this book will be essential reading for all those seeking to understand the world’s largest education system. It will also be crucial reference for educational comparativists, and for scholars from various disciplinary backgrounds researching contemporary Chinese society.

Identity Trust And Reconciliation In East Asia

Author: Kevin P Clements
Editor: Springer
ISBN: 3319548972
Size: 18,37 MB
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This edited collection explores how East Asia’s painful history continues to haunt the relationships between its countries and peoples. Through a largely social-psychological and constructivist lens, the authors examine the ways in which historical memory and unmet identity needs generates mutual suspicion, xenophobic nationalism and tensions in the bilateral and trilateral relationships within the region. This text not only addresses some of the domestic drivers of Japanese, Chinese and South Korean foreign policy - and the implications of increasingly autocratic rule in all three countries – but also analyses the way in which new security mechanisms and processes advancing trust, confidence and reconciliation can replace those generating mistrust, antagonism and insecurity.

Controversial History Education In Asian Contexts

Author: Mark Baildon
Editor: Routledge
ISBN: 1135014213
Size: 11,64 MB
Format: PDF, Docs
Read: 775
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This book examines both history textbook controversies AND teaching historical controversy in Asian contexts. The different perspectives provided by the book’s authors offer numerous insights, examples, and approaches for understanding historical controversy to provide a practical gold mine for scholars and practitioners. The book provides case studies of history textbook controversies ranging from treatments of the Nanjing Massacre to a comparative treatment of Japanese occupation in Vietnamese and Singaporean textbooks to the differences in history textbooks published by secular and Hindu nationalist governments in India. It also offers a range of approaches for teaching historical controversy in classrooms. These include Structured Academic Controversy, the use of Japanese manga, teaching controversy through case studies, student facilitated discussion processes, and discipline-based approaches that can be used in history classrooms. The book’s chapters will help educational researchers and curricularists consider new approaches for curriculum design, curriculum study, and classroom research.