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Tensions and challenges in China’s education policy borrowing
Citation
Tan, C. (2016). Tensions and challenges in China’s education policy borrowing. Educational Research, 58(2), 195-206. https://doi.org/10.1080/00131881.2016.1165551
Author
Tan, Charlene
Abstract
Background: This article critically discusses the key tensions and challenges arising from the educational policy borrowing in China, through its current education reform. Focussing on the new curriculum reform (NCR), the paper highlights the interactions and conflicts between foreign and local ideologies and practices.
Sources of evidence: The main sources of evidence that form the basis of the analysis for this article were research data from an open-ended questionnaire and semi-structured interviews conducted with 166 school principals, vice-principals and teachers from China between 2013 and 2015.
Main argument: It is argued that the NCR has borrowed selective ideas and practices from elsewhere, such as a school-based curriculum, student-centred pedagogy and formative assessment. It is further suggested that the borrowed policies are mediated and moderated by the ideological attitude of the Chinese educational stakeholders, stemming from the notion of ‘theory-ladenness’ within an exam-oriented paradigm.
Conclusions: The example of China illustrates the effects of an ideological attitude on educational policy borrowing that challenges the notion of universally appropriate ways of teaching, learning and reforming an educational system.
Date Issued
2016
Publisher
Taylor & Francis
Journal
Educational Research