Educational research in Confucian cultural contexts: reflections on methodology

Abstract

This paper engages in a critical discussion of the key features delineated by the other authors in this Special Issue thus serving as an end-piece for the issue. In particular it touches on three significant concepts. Firstly, it reinforces the importance of context, particularly cultural context in the conduct of research in Confucian cultural settings. Second, as an illustration, it offers a critical perspective on the cultural assumptions that underpin the development of Chinese higher education. Finally, it concludes with some reflections on how other papers in this Special Issue contribute to our understanding of research in CHC contexts. © 2011 Taylor & Francis.