Equity in education: a children’s rights perspective on teacher education

Laura Lundy; Alison MacKenzie

doi:10.1007/978-981-13-1179-6_351-1

Equity in education: a children’s rights perspective on teacher education

Laura Lundy^*, Alison MacKenzie

^*Corresponding author for this work

School of Social Sciences, Education and Social Work

Research output: Chapter in Book/Report/Conference proceeding › Chapter (peer-reviewed) › peer-review

Abstract

Overall, there are four brief stages of teaching comparative education in China: 1) Saving the nation from subjugation by translating cutting-edge western economic, political and educational books (1894-1911); 2) Enlightening the mass by importing western educational philosophies and educational systems, especially science and democracy (1912-1949); 3) Emulating and importing Russian educational ideology and presentative pedagogies in accord with the dominant Marxism-Leninism then practiced in China (1949-1978); 4) Opening up to international leading educational ideas in the service of the Chinese Reform and Opening Up initiative (1978-2001); 5) Abandoning mechanical, one-sided westernization and cultivating national/local consciousness in response to new problems in the contemporary Chinese society (2001-present).

Original language	English
Title of host publication	Encyclopedia of teacher education
Editors	Michael A. Peters
Place of Publication	Singapore
Publisher	Springer Meteor
Number of pages	5
ISBN (Electronic)	9789811311796
ISBN (Print)	9789811311796
DOIs	https://doi.org/10.1007/978-981-13-1179-6_351-1
Publication status	Published - 05 Jul 2019

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AB - Overall, there are four brief stages of teaching comparative education in China: 1) Saving the nation from subjugation by translating cutting-edge western economic, political and educational books (1894-1911); 2) Enlightening the mass by importing western educational philosophies and educational systems, especially science and democracy (1912-1949); 3) Emulating and importing Russian educational ideology and presentative pedagogies in accord with the dominant Marxism-Leninism then practiced in China (1949-1978); 4) Opening up to international leading educational ideas in the service of the Chinese Reform and Opening Up initiative (1978-2001); 5) Abandoning mechanical, one-sided westernization and cultivating national/local consciousness in response to new problems in the contemporary Chinese society (2001-present).

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BT - Encyclopedia of teacher education

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PB - Springer Meteor

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ER -

Equity in education: a children’s rights perspective on teacher education

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