Books in the Routledge Series on Schools and Schooling in Asia series

The book explores the state of social studies education within selected East Asian societies and provides some insights into distinctive classroom practices.¿¿¿¿¿¿In an increasingly volatile and unpredictable world, the education of young people who both understand the contexts in which they are growing up and see the need for engaging with them is a top priority. This task falls to social studies education which carries the responsibility for inducting young people into their social world and helping them to see the role they can play within it. This is particularly important in East Asia where strong economic growth, long held cultural values and diverse political systems create an environment that challenges young people on multiple fronts. This book, with its team of regional authors, shows how different societies in the region are dealing with these challenges and what can be expected from future citizens.The book will appeal to policy makers, researchers and teachers interested in the current state of social studies education in East Asian societies.

This book discusses how East Asia has introduced school and curricular reform to reflect democratic citizenship and globalized skills, knowledge, dispositions, and competencies in the 21st century. It also focuses on the tendencies and reasons students from Japan, China, South Korea, Taiwan, and Singapore receive the highest scores in international students' assessment such as PISA and TIMSS; yet their curiosity and motivation for learning are the lowest internationally. Moreover, Indonesian and Vietnamese students are likely to receive the lowest testing scores, yet their motivation for learning is quite high. It is worth investigating high academic achievement in East Asia in light of the trend towards democratization. The authors consider controversial issues such as whether the goals of democratic education should be the attainment of high academic scores, consideration of whether to implement competency-based curriculums or meritocratic systems of academic competition, and the provision of equal opportunities in the community of learning. The book illuminates each country's struggle to realise school reform on the basis of its social and cultural settings, and looks at what connects East Asia's past, present, and future.

This edited book deals with the issues of inclusive education in a Chinese context and examines inclusion from the experience of Hong Kong schools. It will help scholars and school practitioners develop a comprehensive understanding of context-specific inclusive practices in education for students with diverse learning needs.

This edited volume explores, investigates and analyses Free Learning ¿ an innovative approach to student-directed learning which seeks to challenge educational norms. Researchers and educators who are interested in student-directed methodologies, especially in Asia, will find that the practical accounts and analyses of Free Learning useful.

The education of young people is context bound. This edited volume explores the contexts that characterise South and South East Asia and their influence on social studies education.

With a focus on Asian contexts, the book brings together knowledge on how values and practices, embedded and practiced in the classroom, school, family, and the society at large, can influence students' motivation, engagement and psychological well-being.

The book explores the state of social studies education within selected East Asian societies and provides some insights into distinctive classroom practices.

This is the first book to critically scrutinize the concept, policy and practice of teaching and learning involved in building intercultural relations with Asian societies, bringing into dialogue scholars who are at the forefront of current thinking on Asia-related schooling.

This volume represents a range of authors and specialists involved in different ways to bring about school reform in Hong Kong, covering themes such as historical policy contexts, new curriculum approaches, changing pedagogies, school leadership, implementation and change, and assessment and evaluation. This is a very topical book which provides a probing analysis of how an Asian education system has been able to reach and maintain a very high performing level.

Bringing together educators from a range of backgrounds - psychology, sociology, social work, counseling, and teaching - this volume shows how Asian cultural values and beliefs can provide a lens through which to understand and envision how curriculum and pedagogy can be creatively adapted, not only in a local Chinese classroom context, but in a global context as well.

Citizenship education in China has undergone a number of transformations as the political system has sought to cope with market reforms, globalization and pressures both externally and within the country for broader political reforms. This book aims to provide a voice for Chinese scholars of citizenship education at a time when Chinäs international role is becoming increasingly important.

This book highlights key educational conditions for specific minority populations in East Asia. It also addresses government policies related to minorities; school practices and teacher perspectives on minorities; identity construction in terms of language and culture; national vs. ethnic identity; teacher education issues; and parental issues.

This book discusses how East Asia has introduced school and curricular reform to reflect democratic citizenship and globalized skills and competencies in the 21st century. It illuminates each country¿s struggle to realize school reform and looks at what connects East Asiäs past, present, and future.

School Counselling in a Chinese Context discusses research in school counselling in the Chinese context of Hong Kong schools and various educational settings, and provides a contextualized understanding of counselling issues. This book highlights key contextual conditions for counselling in Hong Kong ¿ a Chinese society. The book also develops new theoretical orientations to understanding various issues of counselling as arisen in the Chinese society of Hong Kong and helps school practitioners to develop culturally responsive approaches to school counselling for personal growth, spiritual and emotional education.