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Article: Understanding China’s Curriculum Reform for the 21st Century

TitleUnderstanding China’s Curriculum Reform for the 21st Century
Authors
Issue Date2014
PublisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/00220272.asp
Citation
Journal of Curriculum Studies, 2014, v. 46 n. 3, p. 332-360 How to Cite?
AbstractThis article uses curriculum-making frameworks to analyse and reconstruct the Chinese curriculum-making model and unpack the dynamics, complexity and constraints of China's curriculum reform since the early 1990s. It argues that curriculum reform is China's main human capital development strategy for coping with the challenges of the 21st century, and that the state plays an important role in the reform of curriculum-making mechanisms and in the social distribution of knowledge, skills and dispositions through curriculum making. Data are drawn from a discourse analysis of public texts, such as official documents and curriculum standards. This study has four major findings. First, China uses curriculum reform as a key strategy to counter manpower-related global challenges and to empower the country in the 21st century. Second, to this end, China has re-oriented its curriculum making from a state-dominated model to one that is state-led, expert-assisted and evidence-based. Third, China's new curriculum reflects the increasing tension between globalization and nationalism; while preparing its students to compete globally, China also urges them to identify with and take pride in the nation's achievements and culture. Fourth, Chinese curriculum reform for the 21st century may not unfold as the state expects, as it is constrained by curricular and extra-curricular factors.
Persistent Identifierhttp://hdl.handle.net/10722/201008

 

DC FieldValueLanguage
dc.contributor.authorLaw, WWen_US
dc.date.accessioned2014-08-21T07:08:50Z-
dc.date.available2014-08-21T07:08:50Z-
dc.date.issued2014en_US
dc.identifier.citationJournal of Curriculum Studies, 2014, v. 46 n. 3, p. 332-360en_US
dc.identifier.urihttp://hdl.handle.net/10722/201008-
dc.description.abstractThis article uses curriculum-making frameworks to analyse and reconstruct the Chinese curriculum-making model and unpack the dynamics, complexity and constraints of China's curriculum reform since the early 1990s. It argues that curriculum reform is China's main human capital development strategy for coping with the challenges of the 21st century, and that the state plays an important role in the reform of curriculum-making mechanisms and in the social distribution of knowledge, skills and dispositions through curriculum making. Data are drawn from a discourse analysis of public texts, such as official documents and curriculum standards. This study has four major findings. First, China uses curriculum reform as a key strategy to counter manpower-related global challenges and to empower the country in the 21st century. Second, to this end, China has re-oriented its curriculum making from a state-dominated model to one that is state-led, expert-assisted and evidence-based. Third, China's new curriculum reflects the increasing tension between globalization and nationalism; while preparing its students to compete globally, China also urges them to identify with and take pride in the nation's achievements and culture. Fourth, Chinese curriculum reform for the 21st century may not unfold as the state expects, as it is constrained by curricular and extra-curricular factors.en_US
dc.languageengen_US
dc.publisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/00220272.aspen_US
dc.relation.ispartofJournal of Curriculum Studiesen_US
dc.rightsThis is an Accepted Manuscript of an article published by Taylor & Francis Group in Journal of Curriculum Studies on Published online: 17 Feb 2014, available online at: http://www.tandfonline.com/doi/abs/10.1080/00220272.2014.883431-
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License-
dc.titleUnderstanding China’s Curriculum Reform for the 21st Centuryen_US
dc.typeArticleen_US
dc.identifier.emailLaw, WW: wwlaw@hku.hken_US
dc.identifier.authorityLaw, WW=rp00921en_US
dc.description.naturepostprint-
dc.identifier.doi10.1080/00220272.2014.883431-
dc.identifier.hkuros234509en_US
dc.identifier.volume46en_US
dc.identifier.spage332en_US
dc.identifier.epage360en_US
dc.publisher.placeUKen_US

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