Cross-Cultural Studies in Curriculum (Eastern Thought, Educational Insights) - 9780805856743
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Product Details
Author:
Claudia Eppert, Hongyu Wang
Format:
Paperback
Pages:
404
Publisher:
Taylor & Francis (September 14, 2007)
Language:
English
ISBN-13:
9780805856743
Weight:
26.5oz
Dimensions:
6" x 9"
File:
TAYLORFRANCIS-TayFran_260310052523091-20260310.xml
Folder:
TAYLORFRANCIS
List Price:
$70.99
Series:
Studies in Curriculum Theory Series
Case Pack:
18
As low as:
$67.44
Publisher Identifier:
P-CRC
Discount Code:
H
Audience:
College/higher education
Country of Origin:
United States
Pub Discount:
30
Imprint:
Routledge
Overview
This volume broadens the horizon of educational research in North America by introducing a comprehensive dialogue between Eastern and Western philosophies and perspectives on the subject of curriculum theory and practice. It is a very timely work in light of the progressively globalized nature of education and educational studies and the increasingly widespread attunement to Eastern educational theories in the West.
By introducing Eastern perspectives, this book questions taken-for-granted thinking in Western educational thought about the foundations of teaching and learning, curriculum theory, educational policy, and educational issues such as teaching for social justice, service-learning initiatives, human rights and environmental education, and the teaching of content area subjects. It provides an important opportunity for scholars from different countries and different disciplines to establish a solid yet accessible foundation of East-West inquiry that furthers the scope and depth of curriculum studies and to disseminate the insights from this book in the venues in which they work.
Researchers, faculty, and graduate students in the fields of curriculum theory, curriculum and instruction, educational foundations, philosophy of education, international/comparative education, and multicultural educational studies will welcome this book. It is appropriate as a text for upper-level courses in these areas.
By introducing Eastern perspectives, this book questions taken-for-granted thinking in Western educational thought about the foundations of teaching and learning, curriculum theory, educational policy, and educational issues such as teaching for social justice, service-learning initiatives, human rights and environmental education, and the teaching of content area subjects. It provides an important opportunity for scholars from different countries and different disciplines to establish a solid yet accessible foundation of East-West inquiry that furthers the scope and depth of curriculum studies and to disseminate the insights from this book in the venues in which they work.
Researchers, faculty, and graduate students in the fields of curriculum theory, curriculum and instruction, educational foundations, philosophy of education, international/comparative education, and multicultural educational studies will welcome this book. It is appropriate as a text for upper-level courses in these areas.
