China's Education, Curriculum Knowledge and Cultural Inscriptions

With a focus on the role of discourse and language in education, this book examines China's educational reform from an original perspective that avoids mapping on Westernized educational sensibilities to a Chinese environment. Zhao untangles the tradition-modernity division expressed in China's educational language about the body and teacher-student relations.

Weili Zhao obtained her Ph.D. from the University of Wisconsin-Madison, USA in 2015 and is currently an Assistant Professor in the Department of Curriculum and Instruction at the Chinese University of Hong Kong. With intellectual training in both discourse analysis and curriculum studies, she is interested in unpacking China's current educational thinking and practices at the nexus, and as the (dis)assemblage, of tradition and modernity, East and West. Specifically, her research explicates the historical-cultural-philosophical insights of Chinese knowledge, curriculum, and educational thinking to hopefully dialogue with, for mutual informing and clarifications, the latest intellectual turns (say, the linguistic, body, cultural, study, affect turns) in the Western scholarship.

Series Foreword Book Foreword Preface Introduction: Encountering the Chinese "Wind" and "Body" Aporia as a Starting Point PART ONE: OVERCOMING "EPISTEMICIDE" IN CROSS-CULTURAL EDUCATIONAL STUDIES 1."Epistemicide" as an Effect of Comparative Paradigms and Globalized Discourses 2. An Archaeological-Historical Mode of Inquiry 3. An Ontological Language-Discourse Perspective PART TWO: PARADIGMATIC UNPACKINGS OF CHINA'S LANGUAGE, KNOWLEDGE, AND EDUCATION 4. Beyond Representation: Yijing Thought and Confucius' Wind-Pedagogy 5. Beyond Conceptual Thinking: Chinese Body-Thinking and Educational Body 6. Beyond Identity vs. Difference Division: A Daoist Teacher-Student (Re)Ordering PART III: REVISITNG MY RESEARCH-LEARNING JOURNEY AS A POST-FOUDNATIONAL CASE STUDY 7. Daoist Onto-Un-Learning Way & Post-foundational Study