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RE-BECOMING UNIVERSITIES?: Higher Education Institutions in Networked Knowledge Societies (The Changing Academy – The Changing Academic Profession in International Comparative Perspective #15)
by David M. Hoffman Jussi VälimaaThis book provides an overview of the major findings of the comparative research project, Changes in Networks, Higher Education and Knowledge Society (CINHEKS). The main aim of this international comparative research project is the analysis of how Higher education institutions are networked within distinct knowledge societies in two key regions of the world: Europe and the United States of America. This research project was carried out in four European countries (Finland, Germany, Portugal and the United Kingdom) and in two different states in the United States of America. In addition, during the course of the research, a team from the Russian Federation joined the CINHEKS study. The analysis is contextually grounded in a comparative policy analysis focused on the main developments and understandings of the ideas surrounding the term knowledge society, in all countries concerned. Empirical elaboration is established via a series of sequential studies, each building, incrementally, on the previous study. These studies include institutional profiles of higher education institutions, institutional case studies, and an international comparative survey that illuminates academics’ social networks. The research findings broaden our understanding of the differences and similarities in how higher education institutions and individual academics are networked within and between societies that understand themselves as knowledge societies. The book introduces a novel analytical synthesis, which asserts contemporary societies have evolved into Networked Knowledge Societies. Methodologically, the book both challenges and raises the bar for previous approaches in comparative higher education, in terms of research design, execution and lays the groundwork for a new generation of international comparative higher education research.
: Creating Spaces of Motherhood in Patriarchal Contexts (Palgrave Studies in Gender and Education)
by Linda Henderson Alison L. Black Susanne GarvisThis book engages expansively with the concept of motherhood in academia, to offer insights into re-imagining a more responsive higher education. Written collaboratively as international, interdisciplinary and intergenerational collectives, the editors and contributors use various ways of understanding ‘motherhood’ to draw attention to – and disrupt – the masculine structures currently defining women’s lives and work in the academy. Shifting the focus from patriarchal understandings of academe, the narratives embrace and champion feminist and feminine scholarship. The book invites the reader to question what can be conceived when motherhood is imagined more expansively, through lenses traditionally silenced or made invisible. This pioneering volume will be of interest and value to feminist scholars, as well as those interested in disrupting patriarchal academic structures.
Re-building Trust with Traumatised Children & The House that Wouldn't Fall Down
by Hollie RankinAt time children are unable or unwilling to access or engage with emotional and mental health support services. Often members of a child’s support network are therefore required to provide this emotional guidance and support to children. This set, consisting of a guidebook and accompanying story book, is intended to be used as a guide by families and friends, school staff, and any other adults supporting children who have experienced trauma, to help them to provide the emotional guidance these children need. Guide to Re-building Trust with Traumatised Children aims to educate the reader about trauma and the impact of an insecure attachment, how it may impact a child, how to support a child, as well as understanding different behaviours. The accompanying story book, The House That Wouldn’t Fall Down, been written to support key adults in helping traumatised children to find a way to trust again. The story encourages children to identify with some of Ava’s experience and to explore the feelings she experiences. This set was designed to be used by any person supporting a child who has experienced trauma or an insecure attachment no matter their previous understanding of these issues. It is specifically written to be as accessible and as user friendly as possible to help rather than hinder the user, and the books can be used separately or together.
Re-Building University Capabilities: Public Policy and Managerial Implications to Innovation and Technology (Applied Innovation and Technology Management)
by Maribel Guerrero Marina DabićAlthough most universities could be considered bureaucrat organizations, the accumulated knowledge reveals that universities try to adapt their core activities and technological innovation processes to face the current socio-economic challenges. This book explores the ways in which universities have re-built multiple capabilities to support the development of applied innovation and manage new technologies. Concretely, this book (1) theoretically addresses the university managers’ view for re-building university capabilities due to the public policy agendas demands; and (2) empirically addresses the documentation of experiences and strategies adopted by universities in different contexts to achieve public policy agendas. These universities strategies include re-build entrepreneurial, innovative, digital, and sustainable capabilities. This book encourages researchers, scholars, academics, students and policy makers to re-think how universities are expanding equal opportunities related to high-quality higher education, innovative/entrepreneurial graduate options, and contributing to sustainable societal advance and well-being through research and community engagement.
Re-Calling the Humanities: Language, Education, and Humans Being (Educational Futures)
by Russell H. HvolbekThe author has two goals: 1) to reintroduce humanity to the humanities, and 2) to present a foundation constructed in the reality of the natural languages upon which the studies of human thought and behavior can be successfully understood and explained. In the first section of the book the effects of language upon human behavior are illustrated. It is argued that as water is to fish, language is to humans: the medium in which they live, think, and discover reality. The idea that humans are not simply biological animals, but thought evolving in language—humans are the conversations they construct in language—is amplified. The second section of the book discusses what this means for the subjects we call the humanities. Grounded within the hermeneutic theories of Hans Georg Gadamer, the book is addressed to all the students, the teachers, and the teachers of the teachers of literature, poetry, history, and philosophy; in short, to the humanities and those who desire to comprehend and explain what we humans—beyond pure biology—understand and have made of ourselves.
Re-centering the Critical Potential of Nordic School Leadership Research: Fundamental, but often forgotten perspectives (Educational Governance Research #14)
by Lejf Moos Elisabet Nihlfors Jan Merok PaulsenThis volume contributes significantly to the ongoing international and Nordic paradigm shift in educational leadership research. It advocates for going from a contemporary, mainstream functionalist paradigm to a reflexive paradigm, based on educational values and knowledge. The volume is built on the shared basis, that the purpose of education is, and must be, fundamental for school leadership practice. However, that is often forgotten in educational governance and policy. The basis of the argument is, that educational leadership needs to change from focusing on effectiveness and narrowly defined accountability towards focusing on leadership that is contributing to the general education of students. That entails that leadership research need to focus on complex perspectives like context, relations, trust, sense making and social and human values, and less on control, outcomes, accountability and testing. The volume reminds readers about the need to raise awareness of the contexts of education and research, be they political, cultural, economic or ideological. Chapters analyze, discuss and compare research from Nordic educational leadership research systems: Denmark, Finland, Iceland, Norway and Sweden. The cross-system insights clarify the fundamental relations between policy/governance and research/practice are and discuss forgotten dependencies and opportunities.
Re-Conceptualizing Safe Spaces: Supporting Inclusive Education
by Kate Winter and Andrea BrambergerA 'safe space' is both a precondition, and one of the effects, of efforts of inclusiveness and egalitarian access to education. By creating safe spaces for learning and unlearning, researchers and practitioners have been working to strengthen the purpose of schools and universities, where education and learning are intended for everyone, with the goal of increasing critical thinking and valuing difference. Re-Conceptualizing Safe Spaces broadens the idea of a safe space that is traditionally discussed in feminist studies, to include gendered identities intersecting with class, race/ethnicity, sexual orientation, and ability within multiple aspects of education. This edited collection showcases work supporting access to education of persistently marginalized individuals, as well as efforts that help privileged groups understand their role in perpetuating the marginalization of others in educational spaces, by bringing into the popular discourse examples of the diverse and valuable work taking place. Combining foundational concepts with practical cases of creating safe spaces in venues of education, this book is essential reading for educators across the USA, Europe, and beyond.
Re-Conceptualizing Safe Spaces: Supporting Inclusive Education
by Kate Winter Andrea BrambergerA 'safe space' is both a precondition, and one of the effects, of efforts of inclusiveness and egalitarian access to education. By creating safe spaces for learning and unlearning, researchers and practitioners have been working to strengthen the purpose of schools and universities, where education and learning are intended for everyone, with the goal of increasing critical thinking and valuing difference. Re-Conceptualizing Safe Spaces broadens the idea of a safe space that is traditionally discussed in feminist studies, to include gendered identities intersecting with class, race/ethnicity, sexual orientation, and ability within multiple aspects of education. This edited collection showcases work supporting access to education of persistently marginalized individuals, as well as efforts that help privileged groups understand their role in perpetuating the marginalization of others in educational spaces, by bringing into the popular discourse examples of the diverse and valuable work taking place. Combining foundational concepts with practical cases of creating safe spaces in venues of education, this book is essential reading for educators across the USA, Europe, and beyond.
(Re)Constructing Memory: Education, Identity, and Conflict
by Michelle J. Bellino James H. WilliamsHow do schools protect young people and call on the youngest citizens to respond to violent conflict and division operating outside, and sometimes within, school walls? What kinds of curricular representations of conflict contribute to the construction of national identity, and what kinds of encounters challenge presumed boundaries between us and them? Through contemporary and historical case studies—drawn from Cambodia, Egypt, Northern Ireland, Peru, and Rwanda, among others—this collection explores how societies experiencing armed conflict and its aftermath imagine education as a space for forging collective identity, peace and stability, and national citizenship. In some contexts, the erasure of conflict and the homogenization of difference are central to shaping national identities and attitudes. In other cases, collective memory of conflict functions as a central organizing frame through which citizenship and national identity are (re)constructed, with embedded messages about who belongs and how social belonging is achieved. The essays in this volume illuminate varied and complex inter-relationships between education, conflict, and national identity, while accounting for ways in which policymakers, teachers, youth, and community members replicate, resist, and transform conflict through everyday interactions in educational spaces.
(Re)Constructing Memory (Re)Constructing Memory (Re)Constructing Memory (Re)Constructing Memory: School Textbooks and the Imagination of the Nation: School Textbooks And The Imagination Of The Nation
by James H. WilliamsThis book examines the shifting portrayal of the nation in school textbooks in 14 countries during periods of rapid political, social, and economic change. Drawing on a range of analytic strategies, the authors examine history and civics textbooks, and the teaching of such texts, along with other prominent curricular materials—children’s readers, a required text penned by the head of state, a holocaust curriculum, etc.. The authors analyze the uses of history and pedagogy in building, reinforcing and/or redefining the nation and state especially in the light of challenges to its legitimacy. The primary focus is on countries in developing or transitional contexts. Issues include the teaching of democratic civics in a multiethnic state with little history of democratic governance; shifts in teaching about the Khmer Rouge in post-conflict Cambodia; children’s readers used to define national space in former republics of the Soviet Union; the development of Holocaust education in a context where citizens were both victims and perpetuators of violence; the creation of a national past in Turkmenistan; and so forth. The case studies are supplemented by commentary, an introduction and conclusion.
(Re)Constructing Memory: Textbooks, Identity, Nation, and State
by James H. Williams Wendy D. Bokhorst-HengThis book engages readers in thirteen conversations presented by authors from around the world regarding the role that textbooks play in helping readers imagine membership in the nation. Authors’ voices come from a variety of contexts – some historical, some contemporary, some providing analyses over time. But they all consider the changing portrayal of diversity, belonging and exclusion in multiethnic and diverse societies where silenced, invisible, marginalized members have struggled to make their voices heard and to have their identities incorporated into the national narrative. The authors discuss portrayals of past exclusions around religion, ethnicity, sexual orientation, as they look at the shifting boundaries of insider and outsider. This book is thus about “who we are” not only demographically, but also in terms of the past, especially how and whether we teach discredited pasts through textbooks. The concluding chapters provides ways forward in thinking about what can be done to promote curricula that are more inclusive, critical and positively bonding, in increasingly larger and more inclusive contexts.
Re-defining Children’s Participation in the Countries of the South (Kindheit – Bildung – Erziehung. Philosophische Perspektiven)
by Graciela TononThe focus of this book is centered on the participation of children in countries of the South. In this sense, it will review the possibilities of children's participation, as well as their forms of participation in different contexts of daily life. There has been a tendency to underestimate children’s role as active constructors of their surrounding social space, as well as of the internalized interpretations of the way social life operates. Today it is necessary to recognize that children are agents actively involved in the construction of their own lives and the life of the societies they live in; and in this sense, it is important to consider and re-signify the participation of boys and girls as a fundamental pillar in the process of building societies in the 21st century. The book contains chapters that re-significate children’s participation in different countries from South America and South Africa, in relation with different topics: well-being, methods, citizenship, poverty, education, rurality, ethics and human rights.
Re-Designing Learning Contexts: Technology-Rich, Learner-Centred Ecologies (Foundations and Futures of Education)
by Rosemary LuckinWhat do we mean by the word ‘context’ in education and how does our context influence the way that we learn? What role can technology play in enhancing learning and what is the future of technology within learning? Re-Designing Learning Contexts seeks to re-dress the lack of attention that has traditionally been paid to a learner’s wider context and proposes a model to help educators and technologists develop more productive learning contexts. It defines context as the interactions between the learner and a set of inter-related resource elements that are not tied to a physical or virtual location. Context is something that belongs to an individual and that is created through their interactions in the world. Based on original, empirical research, the book considers the intersection between learning, context and technology, and explores: the meaning of the concept of context and it’s relationship to learning the ways in which different types of technology can scaffold learning in context the Learner-Centric ‘Ecology of Resources’ model of context as a framework for designing technology-rich learning environments the importance of matching available resources to each learner’s particular needs the ways in which the learner’s environment and the technologies available might change over the coming years the potential impact of recent technological developments within computer science and artificial intelligence. This interdisciplinary study draws on a range of disciplines, including geography, anthropology, psychology, education and computing, to investigate the dynamics and potential of teacher-learner interaction within a learning continuum, and across a variety of locations. It will be of interest to those teaching, researching and thinking about the use of technology in learning and pedagogy, as well as those involved in developing technology for education and those who use it in their own teaching. For practical examples of the way the Ecology of Resources framework has been used visit: http://eorframework.pbworks.com.
Re-Designing Learning Contexts: Technology-Rich, Learner-Centred Ecologies (Foundations and Futures of Education)
by Rosemary LuckinWhat do we mean by the word ‘context’ in education and how does our context influence the way that we learn? What role can technology play in enhancing learning and what is the future of technology within learning? Re-Designing Learning Contexts seeks to re-dress the lack of attention that has traditionally been paid to a learner’s wider context and proposes a model to help educators and technologists develop more productive learning contexts. It defines context as the interactions between the learner and a set of inter-related resource elements that are not tied to a physical or virtual location. Context is something that belongs to an individual and that is created through their interactions in the world. Based on original, empirical research, the book considers the intersection between learning, context and technology, and explores: the meaning of the concept of context and it’s relationship to learning the ways in which different types of technology can scaffold learning in context the Learner-Centric ‘Ecology of Resources’ model of context as a framework for designing technology-rich learning environments the importance of matching available resources to each learner’s particular needs the ways in which the learner’s environment and the technologies available might change over the coming years the potential impact of recent technological developments within computer science and artificial intelligence. This interdisciplinary study draws on a range of disciplines, including geography, anthropology, psychology, education and computing, to investigate the dynamics and potential of teacher-learner interaction within a learning continuum, and across a variety of locations. It will be of interest to those teaching, researching and thinking about the use of technology in learning and pedagogy, as well as those involved in developing technology for education and those who use it in their own teaching. For practical examples of the way the Ecology of Resources framework has been used visit: http://eorframework.pbworks.com.
Re-Designing Teacher Education for Culturally and Linguistically Diverse Students: A Critical-Ecological Approach (Routledge Research in Teacher Education)
by Ana Christina Da Silva IddingsThrough a critical-ecological lens, this book examines how to prepare preservice teachers to be resourceful and responsive practitioners in addressing the intellectual needs of children often labeled as "culturally and linguistically diverse." It explores a comprehensive re-design of a teacher education program grounded in research on the complex factors that affect the teaching and learning of linguistically and culturally diverse children. Re-Designing Teacher Education for Culturally and Linguistically Diverse Students challenges hegemonic cultural and linguistic norms, quantitative and static views of "resources," the impact of U.S. education policy, and the limited attention to the agency, identities, and strategic actions of diverse students and their families.
Re-Designing Teacher Education for Culturally and Linguistically Diverse Students: A Critical-Ecological Approach (Routledge Research in Teacher Education)
by Ana Christina Da Silva IddingsThrough a critical-ecological lens, this book examines how to prepare preservice teachers to be resourceful and responsive practitioners in addressing the intellectual needs of children often labeled as "culturally and linguistically diverse." It explores a comprehensive re-design of a teacher education program grounded in research on the complex factors that affect the teaching and learning of linguistically and culturally diverse children. Re-Designing Teacher Education for Culturally and Linguistically Diverse Students challenges hegemonic cultural and linguistic norms, quantitative and static views of "resources," the impact of U.S. education policy, and the limited attention to the agency, identities, and strategic actions of diverse students and their families.
(Re)Discovering University Autonomy: The Global Market Paradox of Stakeholder and Educational Values in Higher Education
by Romeo V. Turcan John E. Reilly Larisa Bugaian(Re)Discovering University Autonomy has far reaching implications for leaders and managers, researchers, educators, practitioners, and policy makers by addressing modern challenges to university autonomy in Europe and beyond in a new and innovative way.
Re-educating Troubled Youth
by Alexis de TocquevilleThis book is about helping troubled young people who are searching separately for security, identity, and purpose in their lives. Childhood and adolescence are pivotal stages in the quest to belong, to become somebody, and to be worth something. Children need stimulation, affection, and guidance in order to develop their potentials, but many are reared in environments that deprive them of these nutriments. Adolescents approach the threshold of independence with only the experiences gained from childhood; many lack the support of significant actions. Those who encounter difficulty in navigating through these turbulent years are to be identified by society as troubled or troublesome. These children and youth present challenges that do not yield to simple panaceas. Although no simple approach holds all the answers, bridging various concepts of education and treatment offers the best opportunity for creating positive changes. The authors refer to this process as -re-education- with full awareness that this term has been used in a variety of philosophical contexts including behavioral, ecological, and psychodynamic views.
Re-educating Troubled Youth
by Alexis de TocquevilleThis book is about helping troubled young people who are searching separately for security, identity, and purpose in their lives. Childhood and adolescence are pivotal stages in the quest to belong, to become somebody, and to be worth something. Children need stimulation, affection, and guidance in order to develop their potentials, but many are reared in environments that deprive them of these nutriments. Adolescents approach the threshold of independence with only the experiences gained from childhood; many lack the support of significant actions. Those who encounter difficulty in navigating through these turbulent years are to be identified by society as troubled or troublesome. These children and youth present challenges that do not yield to simple panaceas. Although no simple approach holds all the answers, bridging various concepts of education and treatment offers the best opportunity for creating positive changes. The authors refer to this process as -re-education- with full awareness that this term has been used in a variety of philosophical contexts including behavioral, ecological, and psychodynamic views.
Re-Enchanting Education and Spiritual Wellbeing: Fostering Belonging and Meaning-Making for Global Citizens
by Marian De Souza Anna HalafoffEducation is in a constant state of renewal internationally where it responds to a number of pressing social, political and cultural issues. Processes of globalization, a number of conflicts and acts of terror, economic and environmental crises have led to large waves of migration and asylum seekers arriving in countries with the hope of finding safer and more stable places to settle. This, in turn, has led to cultural and religious pluralism being a key characteristic of many societies with corresponding issues of belonging and identity. As well, for many people, there has been a shifting influence of and allegiance away from traditional religious frameworks with the emergence of new religious movements, both peaceful and violent, and a rise in popularity of spirituality and non-religious worldviews which provide alternate frameworks for living healthy and ethical lives. In order to prepare today’s student for tomorrow’s world, one which is confronted by a range of risks and crises and which is being shaped by rapidly changing technologies, educators and researchers are investigating new ways of equipping students to deal with these challenges and opportunities, including the nurturing of spiritual wellbeing. This book brings together the voices of many experienced educators to discuss ways to re-enchant education and re-enliven learning programs in response to these 21st century issues in an increasingly global and interconnected world. It examines a range of international contexts, including secular and religious educational settings, and provides an avenue for visionary voices that identify problems and offer solutions to help shape a more promising education system that will prepare children more constructively and beneficially to flourish in their future worlds.
Re-engaging Young People in Education: Learning from alternative schools
by Martin Mills Glenda McGregorMany young people failed by the school system are those who face a range of social and economic challenges due to multiple forms of injustice. This book provides an insight into the educational practices that work to re-engage young people who have become disenchanted with traditional schooling. It examines the lives of students and workers who participate in education sites on the fringes of mainstream education, and includes a rich tapestry of personal experiences from those who have been failed by their schooling experiences. The book draws upon research of international relevance conducted in a range of ‘Flexible Learning Centres’ and ‘democratic schools’ in Australia and the UK; it suggests that improving the retention levels of young people in formal education will require schooling practices to change. Students who have become disengaged from mainstream schooling do re-engage in the learning process of many alternative schools, indicating that teaching practices and forms of organisation which work in alternative sites can also provide lessons for mainstream schooling, thereby encouraging a more socially just education system.Included in the book: contexts of contemporary schooling who chooses flexible learning centres and why democratic schools: students and teachers working together teaching in ‘the margins’ case studies: ‘oppositional alternatives’. All young people have the capacity to learn and to enjoy learning; they do not ‘fail school’, rather, schools fail them. The teachers, workers and students who have shared their stories provide significant insights into how we might change this situation, and the book will be invaluable reading for postgraduates and researchers in the fields of education, the sociology of education, school reform and social work.
Re-engaging Young People in Education: Learning from alternative schools
by Martin Mills Glenda McGregorMany young people failed by the school system are those who face a range of social and economic challenges due to multiple forms of injustice. This book provides an insight into the educational practices that work to re-engage young people who have become disenchanted with traditional schooling. It examines the lives of students and workers who participate in education sites on the fringes of mainstream education, and includes a rich tapestry of personal experiences from those who have been failed by their schooling experiences. The book draws upon research of international relevance conducted in a range of ‘Flexible Learning Centres’ and ‘democratic schools’ in Australia and the UK; it suggests that improving the retention levels of young people in formal education will require schooling practices to change. Students who have become disengaged from mainstream schooling do re-engage in the learning process of many alternative schools, indicating that teaching practices and forms of organisation which work in alternative sites can also provide lessons for mainstream schooling, thereby encouraging a more socially just education system.Included in the book: contexts of contemporary schooling who chooses flexible learning centres and why democratic schools: students and teachers working together teaching in ‘the margins’ case studies: ‘oppositional alternatives’. All young people have the capacity to learn and to enjoy learning; they do not ‘fail school’, rather, schools fail them. The teachers, workers and students who have shared their stories provide significant insights into how we might change this situation, and the book will be invaluable reading for postgraduates and researchers in the fields of education, the sociology of education, school reform and social work.
Re-Engaging Young People with Education: The Steps after Disengagement and Exclusion
by Simon EdwardsThis book examines how young people can be re-engaged with schooling and their own learning beyond the school gates. Despite attempts by successive UK governments to promote engagement with education, there has been a substantial increase in formal and informal exclusions from secondary schools, particularly of underperforming students who come from low income families. The book builds on an ethnographic study carried out in a youth centre based on a secondary school site, exploring the social and cultural worlds of fourteen students as they complete a GCSE teamwork assessment. Analysing the ‘translation’ process of the students as they relocate their understanding of teamwork into the language of assessment, the author posits that student identity is a holistic individual project, where knowledge is produced within the conditions for the production of the self-narrative. This volume calls to educators to recognise the importance of relational pedagogy rooted in social practices, rather than individual cognitive performance. It is sure to be of value and interest to students and scholars of exclusion in education and relational pedagogy, as well as practitioners and policy makers.
Re-engineering the Uptake of ICT in Schools
by Frans Van Assche Luis Anido David Griffiths Cathy Lewin Sarah McNicolThis book reports on a novel and comprehensive approach to the uptake of ICT in Schools. It focuses on key questions, pedagogically sound ways of introducing ICT, new technical artifacts supporting the approach, the evaluation in a large-scale validator, and future work. While many innovations in Technology Enhanced Learning (TEL) have emerged over the last two decades, the uptake of these innovations has not always been very successful, particularly in schools. The transition from proof of concept to integration into learning activities has been recognized as a bottleneck for quite some time. This major problem, which is affecting many TEL stakeholders, is the focus of this book which focuses on developing a more effective and efficient approach based on more than 2500 pilots in European classrooms. Teachers, head teachers, and policy makers may benefit from reading how novel learning scenarios can be elaborated, adapted to a local context, and implemented in the classroom; how new technologies can support this process for teachers and their national/regional communities; how teachers and other stakeholders can be educated in such a re-engineering process; how the approach can be scaled up through MOOCs, ambassador schemes, and train-the-trainer programs; how future classroom labs can inspire teachers, head teachers, and policy makers; how teachers and, above all, learners can become more engaged in learning through the adoption of the iTEC approach.Readers with a more technical focus may also be interested in the discussion of recommender systems, the flexible provision of resources and services, the deployment of the cloud in schools, and systems for composing technological support for lesson plans.
Re-envisioning Chinese Education: The meaning of person-making in a new age (Education and Society in China)
by Guoping Zhao Zongyi DengMaintaining education as a pedagogical space for human formation, this book is distinctive in looking at the crisis rather than the success of Chinese education. The editors and contributors, mostly overseas and mainland Chinese scholars, argue that modern Chinese education has been built upon a superficial and instrumental embrace of Western modernity and a fragmented appropriation of Chinese cultural heritage. They call for a rethinking and re-envisioning of Chinese education, grounded in and enriched by various cultural traditions and cross-cultural dialogues. Drawing on Chinese history and culture, Western and Chinese philosophies, curriculum and pedagogical theories, the collected volume analyzes (1) why education as person-making has failed to take root in contemporary China, (2) how the purpose of education has changed during the process of China’s modernization, and (3) what a rediscovery of the meaning of person-making implies for rethinking and re-envisioning Chinese education in the current age of globalization and social change. Re-envisioning Chinese Education: The meaning of person-making in a new age discusses among other issues: China’s Historical Encounter with the West and Modern Chinese Education Rediscover Lasting Values: Confucian Cultural Learning Models in the Twenty-first Century Rethinking and Re-envisioning Chinese Didactics: Implications from the German Didaktik Tradition The New Basic Education and the Development of Human Subjectivity: A Chinese Experience This book will be relevant for scholars, researchers, and policy makers everywhere who seek a more balanced, more sophisticated, and philosophically better grounded understanding of Chinese education.