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Article: Comparing high-performing education systems: understanding Singapore, Shanghai, and Hong Kong

TitleComparing high-performing education systems: understanding Singapore, Shanghai, and Hong Kong
Authors
La Londe, PGVerger, A
KeywordsAccountability
Confucian Heritage Cultures
Education Reform
High-performing education systems
high-stakes testing
Issue Date1-Jan-2022
PublisherTaylor and Francis Group
Citation
Discourse: Studies in the Cultural Politics of Education, 2022, v. 43, n. 1, p. 158-171 How to Cite?
DOI: http://dx.doi.org/10.1080/01596306.2020.1803548
AbstractDespite the trendsetting of East Asian HPES, education policy commentary and literature on this region remains rather underdeveloped and predictable. In Comparing High-Performing Education Systems: Understanding Singapore, Shanghai, and Hong Kong, Dr Charlene Tan moves scholarship on East Asian HPES in a new, sorely needed direction. This review essay of Comparing High-Performing Education Systems describes the guiding conceptual framework of the book and summarizes the book, chapter-by-chapter. This review essay also comments on two striking issues–the explanatory power of Confucian habitus, and the intersectionality of performativity, Confucianism, and neoliberalism. The aim in this review essay is to both celebrate the boldness of Comparing High Performing Systems and offer questions to further enrich the employment of Confucianism as a conceptual and analytical tool to examine education policies, processes, and outcomes in East Asian systems.
Persistent Identifierhttp://hdl.handle.net/10722/338700
ISSN
0159-6306
2023 Impact Factor: 1.7
2023 SCImago Journal Rankings: 0.802
ISI Accession Number ID
WOS:000555635200001

 

DC FieldValueLanguage
dc.contributor.authorLa Londe, PG-
dc.contributor.authorVerger, A-
dc.date.accessioned2024-03-11T10:30:52Z-
dc.date.available2024-03-11T10:30:52Z-
dc.date.issued2022-01-01-
dc.identifier.citationDiscourse: Studies in the Cultural Politics of Education, 2022, v. 43, n. 1, p. 158-171-
dc.identifier.issn0159-6306-
dc.identifier.urihttp://hdl.handle.net/10722/338700-
dc.description.abstractDespite the trendsetting of East Asian HPES, education policy commentary and literature on this region remains rather underdeveloped and predictable. In Comparing High-Performing Education Systems: Understanding Singapore, Shanghai, and Hong Kong, Dr Charlene Tan moves scholarship on East Asian HPES in a new, sorely needed direction. This review essay of Comparing High-Performing Education Systems describes the guiding conceptual framework of the book and summarizes the book, chapter-by-chapter. This review essay also comments on two striking issues–the explanatory power of Confucian habitus, and the intersectionality of performativity, Confucianism, and neoliberalism. The aim in this review essay is to both celebrate the boldness of Comparing High Performing Systems and offer questions to further enrich the employment of Confucianism as a conceptual and analytical tool to examine education policies, processes, and outcomes in East Asian systems.-
dc.languageeng-
dc.publisherTaylor and Francis Group-
dc.relation.ispartofDiscourse: Studies in the Cultural Politics of Education-
dc.rightsThis work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.-
dc.subjectAccountability-
dc.subjectConfucian Heritage Cultures-
dc.subjectEducation Reform-
dc.subjectHigh-performing education systems-
dc.subjecthigh-stakes testing-
dc.titleComparing high-performing education systems: understanding Singapore, Shanghai, and Hong Kong-
dc.typeArticle-
dc.identifier.doi10.1080/01596306.2020.1803548-
dc.identifier.scopuseid_2-s2.0-85089034743-
dc.identifier.volume43-
dc.identifier.issue1-
dc.identifier.spage158-
dc.identifier.epage171-
dc.identifier.eissn1469-3739-
dc.identifier.isiWOS:000555635200001-
dc.identifier.issnl0159-6306-

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