46.022 - Becoming Historical: Curriculum Research and Reform in China

Session Type: Symposium

Abstract

In China, the future of not only the present reform but of curriculum research itself will unfold from its past, at once ancient and a century old. It is a past that is international as well as local. That temporal and cultural complexity is registered in current curriculum policy and classroom practice. China’s great “wisdom traditions” – Buddhism, Confucianism, Taoism – comprise the ancient cultures now being invoked in contemporary curriculum research and development. Traces of an intense encounter with U.S. progressivism – personified by John Dewey’s two-year visit – remain. As the symposium participants will explain, contemporary curriculum research and reform in China incorporates those traces as well as aspects of its own ancient culture.

Sub Unit

• Division B - Curriculum Studies / Division B - Section 5: Historical, Philosophical, and (Inter) Disciplinary Knowledges

Chair

• Hua Zhang

Papers

• Curriculum History in China: Wisdom Traditions and Modernization - Hua Zhang, Hangzhou Normal University

• China's Curriculum History: 1922–1948 - Zhen-yu Gao, Hangzhou Normal University

• Contemporary Curriculum History in China: 1978–2014 - Xuyang Qian, Hangzhou Normal University

• Foucauldian Reflections on Curriculum History in China - Tingwei Rong, Hangzhou Normal University

Discussant

• William F. Pinar, The University of British Columbia