Reciprocal Learning for Cross-Cultural Mathematics Education: A Partnership Project Between Canada and China PDF
Preview Reciprocal Learning for Cross-Cultural Mathematics Education: A Partnership Project Between Canada and China
INTERCULTURAL RECIPROCAL LEARNING IN CHINESE AND WESTERN EDUCATION Reciprocal Learning for Cross-Cultural Mathematics Education A Partnership Project Between Canada and China Edited by Sijia Cynthia Zhu · Shu Xie Yunpeng Ma · Douglas McDougall Intercultural Reciprocal Learning in Chinese and Western Education Series Editors Michael Connelly University of Toronto Toronto, ON, Canada Shijing Xu Faculty of Education University of Windsor Windsor, ON, Canada This book series grows out of the current global interest and turmoil over comparative education and its role in international competi- tion. The specific series grows out of two ongoing educational programs which are integrated in the partnership, the University of Windsor-Southwest University Teacher Education Reciprocal Learning ProgramandtheShanghai-Toronto-BeijingSisterSchoolNetwork.These programs provide a comprehensive educational approach ranging from preschool to teacher education programs. This framework provides a structure for a set of ongoing Canada-China research teams in school curriculum and teacher education areas. The overall aim of the Partner- ship program, and therefore of the proposed book series, is to draw on school and university educational programs to create a comprehensive cross-cultural knowledge base and understanding of school education, teacher education and the cultural contexts for education in China and the West. More information about this series at http://www.palgrave.com/gp/series/15114 · · · Sijia Cynthia Zhu Shu Xie Yunpeng Ma Douglas McDougall Editors Reciprocal Learning for Cross-Cultural Mathematics Education A Partnership Project Between Canada and China Editors Sijia Cynthia Zhu Shu Xie Ontario Institute for Studies in Faculty of Education Education Northeast Normal University University of Toronto Changchun City, China Toronto, ON, Canada Douglas McDougall Yunpeng Ma Ontario Institute for Studies in Faculty of Education Education Northeast Normal University University of Toronto Changchun City, China Toronto, ON, Canada Intercultural Reciprocal Learning in Chinese and Western Education ISBN 978-3-030-56837-5 ISBN 978-3-030-56838-2 (eBook) https://doi.org/10.1007/978-3-030-56838-2 © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2020 This work is subject to copyright. All rights are solely and exclusively licensed by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval,electronicadaptation,computersoftware,orbysimilarordissimilarmethodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such namesareexemptfromtherelevantprotectivelawsandregulationsandthereforefreefor general use. Thepublisher,theauthorsandtheeditorsaresafetoassumethattheadviceandinforma- tion in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, expressed or implied, with respecttothematerialcontainedhereinorforanyerrorsoromissionsthatmayhavebeen made.Thepublisherremainsneutralwithregardtojurisdictionalclaimsinpublishedmaps and institutional affiliations. Cover illustration: © mf-guddyx/E+/getty images This Palgrave Macmillan imprint is published by the registered company Springer Nature Switzerland AG The registered company address is: Gewerbestrasse 11, 6330 Cham, Switzerland Series Editors Foreword: ’ Intercultural Reciprocal Learning in Chinese and Western Education The Series and East-West Contrasting Educational Narratives This book series focuses on Chinese and Western education for the purpose of mutual understanding and reciprocal learning between the East and the West. The East has been a puzzle for the West, romanti- cized or demonized depending on the times. East–West relations have a long history of inquiry, and action has often been framed in competi- tive, ideological, and colonialist terms. In 1926, Dewey complained that “As far as we have gone at all, we have gone in loco parentis, with advice, with instruction, with example and precept. Like a good parent we would have brought up China in the way in which she should go” (p.188).This“paternal”attitude,asDeweycalledit,hasnotalwaysbeen sobenign.Economic,cultural,andintellectualmattershaveoftenbeenin the forefront since the Opium Wars of the nineteenth century. Intellectually, the East–West dynamic is equally dramatic as found in works by authors such as Said (1978), Tu Wei-ming (1993), Hall and Ames (1999), Hayhoe and Pan (2001), and many others. These writers are part of a rich conceptual knowledge across cultures literature on the historical, philosophical, cultural, and educational differences of the East and West. Education is a vital topic of international discussion and essential component part of our global consciousness. Global discussions of v vi SERIES EDITORS’ FOREWORD: INTERCULTURAL RECIPROCAL … economics, national and regional competition, and national and regional futures often turn to education. Meanwhile, local educational discussions take place in social environments discourse of international awareness. “How are our international neighbours doing?” “How do they teach values?” “We have to catch up.” These matters are vitally important. But they are not new. Higher education in universities and other forms of postsecondary education has occupied most of the attention. What is new, and what, in our view, is likely to have far-reaching impact, is the focus on school education and early childhood education as well as pre-service teacher education. For several reasons, not the least of which is national compe- tition, the focus on school education has been driven by comparative achievement studies. When Shanghai school students topped the chart in the Program for International Student Assessment (PISA) studies, the informationwasbroadcastworldwideandgeneratedferociousdiscussion. One of the positive outcomes of this discussion is comparative research interest, the process of comparing educational similarities and differences in school practices, official policies, and social cultural influences. This comparative interest is all to the good and should help frame potential positive comparative futures. But comparative research on similarity and difference is not enough. We believe we need to reach beyond the study of similarities and differ- ences and to explore life filled school practices of people in different cultures coming together and learning from one another. In this post- modern world of instant worldwide communication, we need to go beyond comparative premises. Ideas, thoughts, images, research, knowl- edge, plans, and policies are in constant interaction. This book series hopes to move our international educational research onto this collab- orativeandinteractiveeducationallandscapeofschools,parents,commu- nities, policy, and international trends and forces. Series Objectives and Contribution to Knowledge The book series grew out of our seven-year Canada–China partnership study on reciprocal educational learning between Canada and China (Xu & Connelly, 2013–2020). The partnership developed from the current global interest and turmoil over comparative education and its role in international competition. The specific series grows out of two ongoing educational programs which are integrated in the partnership, SERIES EDITORS’ FOREWORD: INTERCULTURAL RECIPROCAL … vii the University of Windsor-Southwest University Teacher Education Recip- rocal Learning Program and the Shanghai-Toronto-Beijing Sister School Network. These programs provide a comprehensive educational approach ranging from preschool to teacher education programs. ThisframeworkprovidesastructureforasetofongoingCanada–China research teams in school curriculum and teacher education areas. The overall aim of the Partnership program, and therefore of the proposed book series, is to draw on school and university educational programs to create a comprehensive cross-cultural knowledge base and understanding of school education, teacher education, and the cultural contexts for education in China and the West. The first few books in the series are direct outgrowths of our partner- shipstudy.But,becauseofcurrentglobalconditions,thereisagreatdeal ofimportantrelatedworkunderwaythroughouttheworld.Weencourage submissions to the series and expect the series to become a home for collaborative reciprocal learning educational work between the East and the West. The starting point in our Canada–China Reciprocal Learning Partnership’s is the idea of a global community in which ideas, things, and people flow between countries and cultures (Xu & Connelly, 2013). There is intense public discussion in Canada over international rela- tions with China. The publication of international student achievement scores that rank China at the top has resulted in growing scholarly and public discussion on the differences in our educational systems. The discussion tends to focus on economic and trade relations while educa- tional reciprocity and reciprocal learning are often absent from educa- tional discourse. Given that the Chinese are Canada’s and Ontario’s largestimmigrantgroupandthatChinesestudentshavestatisticallyshown academic excellence, it is critical to explore what we can learn from Chinese philosophies of education and its educational system, and what Canada can offer China in return. The Partnership’s overall goal is to compare and contrast Canadian and Chinese education in such a way that the cultural narratives of each provide frameworks for understanding and appreciating educational simi- laritiesanddifferences.Weexpectotherworkgeneratedoutsideourpart- nership grant to have different starting points and socially relevant argu- ments.Butwedoexpectallseriesworkstosharethetwingoalsofmutual understanding and reciprocal learning. viii SERIES EDITORS’ FOREWORD: INTERCULTURAL RECIPROCAL … Built on these twin goals, the purpose of the book series is to create andassemblethedefinitivecollectionofeducationalwritingsonthesimi- larities,differences,andreciprocallearningsbetweeneducationintheEast and the West. Drawing on the work of partnership-oriented researchers throughout the world, the series is designed to: (cid:129) Build educational knowledge and understanding from a cross- cultural perspective; (cid:129) Support new approaches to research on curriculum, teaching and learning in schools and teacher education programs in response to change brought on by heightened global awareness; (cid:129) Provideacompellingtheoreticalframeforconceptualizingthephilo- sophical and narrative historical trajectories of these two compelling worldviews on education, society, and culture; (cid:129) Provide state of the art reviews of the comparative Chinese and Englishlanguageliteratureonschoolcurriculumandteachereduca- tion; (cid:129) Model, sustainable, school to school structures and methods of communication and educational sharing between Canada, other English-speaking countries and China; (cid:129) Model,sustainable,structuresandmethodsofinitialteachertraining in cross-cultural understanding; (cid:129) Contribute to a documented knowledge base of similarities, differ- ences, comparisons, and reciprocal learnings in elementary and secondary school teaching and learning curricula. Michael Connelly Ontario Institute for Studies in Education University of Toronto Toronto, ON, Canada SERIES EDITORS’ FOREWORD: INTERCULTURAL RECIPROCAL … ix Shijing Xu Faculty of Education University of Windsor Windsor, Canada References Dewey, J. (1926). America and the Far East. Survey, 1 May, 1926, 188. Later published in: John Dewey, The later works, 1925–1953, (1984). Volume 2: 1925–1927, pp. 1173–1175. Hayhoe,R.,&Pan,J.(Eds.).(2001).Knowledgeacrosscultures:Acontributionto dialogue among civilizations. Hong Kong: Comparative Education Research Centre, The University of Hong Kong. Said, E. W. (1978). Orientalism. New York: Vintage Books. Tu, W. (1993). Way, learning, and politics: Essays on the Confucian intellectual. Albany: State University of New York Press. Xu, S., & Connelly, F. M. (Project Directors). (2013). Reciprocal learning in teacher education and school education between Canada and China. Social Sciences and Humanities Research Council of Canada (SSHRC) 2013–2020 [Grant 895-2012-1011].
The list of books you might like
