China’s Education, Curriculum Knowledge and Cultural Inscriptions: Dancing with The Wind (Routledge Cultural Studies in Knowledge, Curriculum, and Education)

"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 difference. Exploring the historical and cultural implications of the ways China's schooling is talked about and acted upon, Zhao argues that Chinese notion "wind" (feng) is a defining aspect of Chinese teaching and learning. Incorporating Western and Chinese literature, this book explores the language of education, curriculum, and knowledge on a cross-cultural landscape and as cultural inscriptions"-- Provided by publisher Cover Title Copyright Dedication Contents List of Figures and Tables Series Foreword Foreword Preface Acknowledgments Permissions to Reprint Author Note Introduction: Encountering the Chinese “Wind” and “Body” Aporia as a Starting Point Part I 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 II 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 Revisiting My Research-Learning Journey as a Post-foundational Case Study 7 Daoist Onto-un-learning Way and Post-foundational Study Index