Critical Studies of Education in Asia features analyses that take seriously the complex postcolonial, historical, and cultural consciousnesses felt across societies in Asia, and that bring these to bear on the changing terrain of knowledge, subjectivities, and power relations constructed both within schools and across the public sphere. In documenting the multiple sites of conflict and contestation both between and within states in Asia and a host of pedagogic agents – ministries of education, state boards and agencies, schools, teachers and teacher unions, university departments of education, local interest groups, the media, international standards agencies, and global educational reform discourses – the chapters in this volume illuminate the struggles over knowledge, education, and the work of schools. Faced with emergent global and local forces that are determined to challenge ‘official’ knowledge and to offer alternative understandings of education and society in Asia, this volume offers critical insights for academic researchers, policy- makers, and graduate students seeking to understand the tensions and possibilities of educational change in the region. This book was originally published as a special issue of Curriculum Inquiry.

Unlearning and re-inventing the theoretical frameworks of Intercultural and Asian Studies is central to this book as it is to Chen Kuan-Hsing’s evocative Asia as Method; this book’s inspirational source. Chen insists that studies of Asia move beyond their paralysing fixation on the West as either a positive or negative referent and that they develop their own standpoints, reference points and research agendas. Asia as Method in Education Studies, is therefore, a provocative and suggestive exploration of educational ideas imported from the West. Chen’s challenge provokes the writers in this collection to consider the implications of colonial and imperialist forces for education systems, policies and practices as well as for educational research itself. The writers offer examples of what it means to rethink and re-examine education in Asia beyond both the Western imperialist eye and the post-colonial ‘politics of resentment’. Asia as Method in Education Studies combines the diverse research of scholars from various countries of Asia as they consider, for example: Struggles to Construct New Research Imaginations in Response to Chen’s Challenges East-West Dialogue: Three Cases in Chinese Educational Research "Asia as [a] method" of Complexity and Dialogue Generalizing the Self? Asianizing Perspectives on International Education and the Formation of Self Against Asia-centric Methods: Australia-China Theoretic-linguistic Knowledge Co-production Highly anticipated for its novel contemporary perspectives, this book offers researchers specialising in educational studies and policy-making fresh practices of thought.

An international outlook on the different aspects of critical pedagogy. Authors from around the global discuss the both philosophical and social common themes on the subject.

Now more than ever, we need to teach the truth about history. This volume assembles a team of critical social studies Scholars of Color and co-conspirators who share both their nightmares and dreams for the future. The authors engage critical race theory (CRT) and its many branches and offshoots to better understand the permanence of racism in the teaching of social studies. The book’s first section, A Dream Deferred, outlines the endemic systemic issues and the ways in which the field and national organizations attempt to remain racially neutral in the face of the biases that permeate curriculum, disciplines, and the world. The second section, Racial Realities in Classroom Spaces, examines the various ways scholars and educators are applying CRT in PreK–12 spaces. In the third section, Possibilities of Praxis, chapter authors critically reflect on their own experiences and stories using CRT to work with young people and future teachers. In the final section, Dreaming of Social Studies Futures, contributors outline their dreams for the future of social studies, envisioning an unapologetically Indigenous field that centers Black futures and liberation and is free from the violence that has plagued the field and communities for centuries. Book Features: Offers race-focused analyses from a wide range of perspectives and contexts of study related to social studies education.Highlights innovations, branches, and future directions of critical race theories and methods. Explores how race and racism have been situated within the field of social studies since the publication of Gloria Ladson-Billings’s 2003 edited volume, Critical Race Theory Perspectives on the Social Studies. Contributors include Sohyun An, Christopher Busey, Tiffany Mitchell Patterson, Leilani Sabzalian, Sarah B. Shear, Tran Templeton, and Jon Wargo.

Weaving outwards from a centripetal force of biographical stances, this book presents the collective perspectives of literacy researchers from Brunei, China, Hong Kong, Malaysia, Singapore, the Philippines and Taiwan. It represents the first all-Asian initiative to showcase the region’s post-colonial, multilingual and multicultural narratives of literacy education. This book provides a much-needed platform that initiates important conversations about literacy as a sociocultural practice in a region that is both challenged and shaped by sociocultural influence unique to Asia’s historical and geopolitical trajectory. Driven by the authors’ lived experiences of becoming literate as well as their empirical research work in later years, each chapter brings decades of biographical narratives and collective empirical research findings to bear. Within the book are negotiations about literacy across and within home and school contexts; transactions of literature, text and reader; and considerations of the literacy policy-practice nexus. These trajectories, while divergent in their issues, come together as shared lived experience located in local contexts considered through global perspectives. As Asia looks set to become the 21st century’s new economic and labour force, the need to understand the sociocultural milieu of this region cannot be understated. This book on literacy education in Asia contributes to the larger narrative.

As artificial intelligence (AI) continues to seep into more areas of society and culture, critical social perspectives on its technologies are more urgent than ever before. Bringing together state-of-the-art research from experienced scholars across disciplines, this Handbook provides a comprehensive overview of the current state of critical AI studies.

For over a decade, Mainland China has been embarking on an ambitious nation-wide education reform ('New Curriculum Reform') for its basic education. The reform reflects China’s propensity to borrow selected educational policies from elsewhere, particularly North America and Europe. Chinese scholars have used a local proverb "the West wind has overpowered the East wind" to describe this phenomenon of ‘looking West’. But what do we mean by educational policy borrowing from the West? What are the educational policies in China's new curriculum reform that are perceived to be borrowed from the West? To what extent have the borrowed educational policies in China's new curriculum reform been accepted, modified, and rejected by the various educational stakeholders? How does culture influence the various educational stakeholders in China in interpreting and mediating educational policy borrowing from the West? How do the findings of this study on China’s education reform inform and add to the existing theories on and approaches to on cross-cultural educational policy borrowing? This book answers the above questions by critically discussing China’s policy borrowing from the West through its current reform for primary and secondary education. It presents the latest in-depth research findings from a three-year empirical study (2013-2015) with school principals, teachers, students and other educational stakeholders across China. This study offers new insights into China’s educational policy borrowing from the West and international implications on cross-cultural educational transfer for academics, policymakers and educators.

A Social History of Educational Studies and Research examines the development of the study of education in the UK in its broader educational, social and political context since its early beginnings in the first part of the twentieth century. By providing a historical analysis of the contested growth of the field this book examines the significant contribution that has been made by institutions of higher education, journals, text books, conferences, centres, and academic societies. It discusses the problems and opportunities of the field, and its prospects for survival and adaptation to current changes in the decades ahead. The work draws on documentary sources, social network analysis, and interviews with leading figures from across the field. This book highlights international influences on the development of educational studies and research in the UK, its role in the growing internationalisation of the field as a whole, and also comparisons and contrasts with the nature of the field elsewhere. It relates the development to the wider social, political and economic changes affecting higher education in general and educational studies and research in particular. It addresses the historical development of disciplines in higher education institutions and the nature, extent and limitations of interdisciplinarity. A Social History of Educational Studies and Research discuss the problems and opportunities facing the study of education today, and its prospects of adapting to changes in the decades ahead. It is a distinctive and original analysis of educational studies and research that provides the first comprehensive study of its type.

This volume seeks to identify and explore the dynamics of global forces on the development of higher education in Asia, in particular, how neoliberalism has affected reforms on university governance and management in the region. It includes a set of country-specific studies on how various countries have responded to the dominant neoliberal ideology at the systemic, institutional, and process levels. The focus is on the relationship between the state and the universities, which is usually reflected in the degree of autonomy and accountability allowed in a particular higher education system. The selected countries are Cambodia, China, Indonesia, India, Japan, Malaysia, Singapore, South Korea, and Thailand. Each case study examines the establishment of corporatised or autonomous universities in the country focusing on (i) the acts, reports, and/or policies that led to such a move as well as the rationales behind the move; (ii) the changes in the governance and organisational structure of the universities, highlighting the kinds of autonomy that the universities have; (iii) the new management strategies, techniques, and practices that have been introduced to the university including the internal and external quality assurance mechanisms, and (iv) some of the tensions, conflicts, and acts of resistance that may have emerged.

Asia is changing. Socio-political shifts in the world economy, technological advances of monumental scales, movements of people and ideas, alongside ongoing post-colonization projects across the region have created an emerging Asia – one confident and assertive of its place in the contemporary geopolitical sphere. As political and economic powers reassert Asian sovereignty in opposition to perceived Northern dominance, and dramatic and rapid development in the region shift the relationship between the centre and the periphery, new renderings and imaginations of hierarchies of identity and power come to the fore. This changing environment leads to emerging challenges for anthropologists working in the region: both those who have been working there for years, and new scholars entering the field. This volume considers these changes, and the implications of this on our practice. By focusing on Asia as a site of enquiry, the contributors to this book discuss tensions and opportunities arising in their ethnographic fieldwork in light of a changing Asia. Drawing on personal reflections on Asia’s global positioning in this contemporary moment, the contributors consider how fieldwork is being negotiated within the changing dynamics of anthropology in the region. This book then, is a discussion on the shifting landscape of field sites and the resultant emerging research methodologies, and is aimed at those who are already deeply immersed in fieldwork as well as those who are seeking ways to undertake it.