International Education and the Chinese Learner
Publication Year: 2010
Published by: Hong Kong University Press, HKU
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We would like to acknowledge the Faculty of Arts Hsu Long Sing Research Fund at the University of Hong Kong, which provided the funding for the March 2007 “Symposium on International Teaching: The Chinese Student,”...
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During the past decade, international education (that is, intercultural and cross-cultural education that transcends the geographical and pedagogical boundaries of a particular nation) has been growing at an extraordinary pace and shows no signs of abating. According to the Office of Economic Cooperation and Development (OECD), over 2.7 million university students went abroad in 2006 ...
I - Interrogating International Education and Chinese Learners
1 - Something Happened While Nobody Was Looking: The Growth of International Education and the Chinese Learner
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In the rapidly globalizing world of the late twentieth and early twenty-first centuries, where money, ideas, and people move readily across the planet, it has become clear that the circulation of knowledge plays an increasingly critical part in economic productivity, potentially spelling problems for those who cannot share in this linkage and presenting opportunities for those who can:...
2 - “The Chinese Learner”: Misconceptions and Realities
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Despite intensified internationalization of education through “global cultural flows” (Appadurai 1996) of students and teachers between schools and universities in Anglophone countries and China, Western views of “the Chinese learner” remain largely based on outmoded and stereotypical assumptions long past their use-by date. Countries like Hong Kong and Australia are sites of intense ...
II - The Chinese Learner in International Schools in Hong Kong
3 - Fit for Purpose? Why Chinese Families Choose International Schools in Hong Kong
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In Hong Kong, as in many other major cities throughout Asia, international schools have become the schools of choice for expatriates working there, so-called overseas families who have spent time abroad, and, increasingly, local families as well. Hong Kong has one of the densest concentrations of international schools in the world, which include “genuine” international schools as well as the ...
4 - Being, Becoming, and Belonging: Exploring Hong Kong-Chinese Students’ Experiences of the Social Realities of International Schooling
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This chapter considers the lived schooling realities of ten Hong Kong-Chinese international school students. It uses data from a mixed-method PhD study undertaken to understand better student engagement within the international This research agenda arises from my professional experiences in France and Hong Kong as an international school teacher-administrator and from ...
5 - Educating Chinese Learners for Social Conscience in Hong Kong: An International School Perspective
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As Asia looks to maintain its competitive economic edge and become the world’s financial engine, educational reforms in the region have sought to adapt Western learning values of inquiry and creativity to the needs of Asian learners to put together the best of China and the West. Hong Kong, too, has recently embarked on major educational reforms...
III - Teachers and Chinese Learners in Transnational Higher Education Settings
6 - A Danish Perspective on Teaching Chinese Students in Europe
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Until a few years ago, Chinese students were almost unheard of at universities in Scandinavia. Now they are the fastest-growing group of foreign students. At the University of Southern Denmark, the Chinese students now constitute the second largest foreign student population, outnumbered only by students from the other Scandinavian countries, and make up a larger group than do students from all ...
7 - Chinese Pre-service Teachers in Australia: Language, Identity, and Practice
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This chapter presents one manifestation of the fluid cultural and geographical borders that now impact on education and that are central to the concerns of this book. It looks at an increasingly diversified teaching force in Australia, and specifically the case of two Chinese pre-service teachers. The language and culture difficulties they experienced during their practicum are of interest, but it ...
8 - Realizing “Cross-cultural Exchange”: A Dialogue between the USA and China
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Each year, publicly and privately financed organizations fund thousands of Americans to travel to distant countries to teach English. These organizations range from the Fulbright Committee, which administers hundreds of teaching fellowships a year, to university-affiliated programs that select only a small handful of their own alumni annually. For these ESL teachers, their classroom ...
9 - Learning for All: Cross-cultural, Interdisciplinary Team Teaching between China and the USA
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While many chapters in this volume regard “Chinese learners” as young people, both Miller (Chapter 7 in this volume) and I make the case that there are older learners as well. The “Transnationalism and America” project funded by the Lingnan Foundation
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Page Count: 216
Illustrations: 8 b/w tables, charts and images
Publication Year: 2010