Ming Fang He – författare

Comprehensive and authoritative, this Handbook provides a nuanced description and analysis of educational systems, practices, and policies in Asian countries and explains and interprets these practices from cultural, social, historical, and economic perspectives. Using a culture-based framework, the volume is organized in five sections, each devoted to educational practices in one civilization in Asia: Sinic, Japanese, Islamic, Buddhist, and Hindu. Culture and culture identities essentially are civilization identities; the major differences among civilizations are rooted in their different cultures. This framework offers a novel approach to capturing the essence of the diverse educational systems and practices in Asia.Uniquely combining description and interpretation of educational practices in Asia, this Handbook is a must-have resource for education researchers and graduate students in international and comparative education, globalization and education, multicultural education, sociocultural foundations of education, and Asian studies, and for educational administrators and education policy makers.

Comprehensive and authoritative, this Handbook provides a nuanced description and analysis of educational systems, practices, and policies in Asian countries and explains and interprets these practices from cultural, social, historical, and economic perspectives. Using a culture-based framework, the volume is organized in five sections, each devoted to educational practices in one civilization in Asia: Sinic, Japanese, Islamic, Buddhist, and Hindu. Culture and culture identities essentially are civilization identities; the major differences among civilizations are rooted in their different cultures. This framework offers a novel approach to capturing the essence of the diverse educational systems and practices in Asia.Uniquely combining description and interpretation of educational practices in Asia, this Handbook is a must-have resource for education researchers and graduate students in international and comparative education, globalization and education, multicultural education, sociocultural foundations of education, and Asian studies, and for educational administrators and education policy makers.

"Narrative and Experience in Multicultural Education provides compelling stories that raise questions, advance understandings, and promote insight into the challenges and hopes of teaching for diversity and democracy. The works contained are compelling for the stories they tell and, as such, there is value in their presence. That the thoughtful reader can glean important lessons with respect to multicultural education and the value of narrative inquiry as academic disciplines is intellectual 'icing-on-the-cake.'"—Francisco Rios, University of Wyoming

"This work is a very exciting, important, and badly needed piece of scholarship offered by some of the most leading-edge professors in the field. The diversity and diverse viewpoints it presents are unparalleled in the field of education."—Cheryl J. Craig, University of Houston

"The narratives in this book allow readers to put a human face to an issue related to multicultural education.  A reflective reader will begin to see himself/herself in the narratives of the text."—Edmundo F. Litton, Loyola Marymount University

"The inclusion of chapters that deal with classroom realities elevate the text for education teacher candidates above those existing volumes that tend to deal with multi/inter-cultural issues in the abstract. One of the strengths of this volume is that it will resonate with new and experienced classroom practitioners."—Jon G. Bradley, McGill University

Narrative and Experience in Multicultural Education explores the untapped potential that narrative and experiential approaches have for understanding multicultural issues in education. The research featured in the book reflects an exciting new way of thinking about human experience. The studies focus on the lives of students, teachers, parents, and communities, highlighting experiences seldom discussed in the literature. The authors are diverse and their inquiries are far ranging in terms of content, ethnic groups studied, and geographic locations. They also bring their personal experience to the inquiries, actively participate in the lives of the people with whom they work, care deeply about the concerns of their participants, and search for ways to act upon these concerns. Most importantly, the work emphasizes the understanding of experience and transforming this understanding into social and educational significance.

Key Features

• Addresses new ways to explore multicultural issues in education; rather than relying on theoretical generalizations, the book focuses explicitly on individual and group experiences• Emphasizes the transformation of experience into education, especially through the study of complex multicultural issues• Challenges readers' assumptions of multicultural issues by offering numerous narrative accounts and research studies for work with various ethnic groups

Narrative and Experience in Multicultural Education is designed for use in courses in multicultural education and qualitative research, especially in departments of education, anthropology, and sociology. Professional educators, researchers, and consultants will also find this a valuable introduction to narrative research and a welcome addition to the literature.

"Narrative and Experience in Multicultural Education provides compelling stories that raise questions, advance understandings, and promote insight into the challenges and hopes of teaching for diversity and democracy. The works contained are compelling for the stories they tell and, as such, there is value in their presence. That the thoughtful reader can glean important lessons with respect to multicultural education and the value of narrative inquiry as academic disciplines is intellectual 'icing-on-the-cake.'"—Francisco Rios, University of Wyoming

"This work is a very exciting, important, and badly needed piece of scholarship offered by some of the most leading-edge professors in the field. The diversity and diverse viewpoints it presents are unparalleled in the field of education."—Cheryl J. Craig, University of Houston

"The narratives in this book allow readers to put a human face to an issue related to multicultural education.  A reflective reader will begin to see himself/herself in the narratives of the text."—Edmundo F. Litton, Loyola Marymount University

"The inclusion of chapters that deal with classroom realities elevate the text for education teacher candidates above those existing volumes that tend to deal with multi/inter-cultural issues in the abstract. One of the strengths of this volume is that it will resonate with new and experienced classroom practitioners."—Jon G. Bradley, McGill University

Narrative and Experience in Multicultural Education explores the untapped potential that narrative and experiential approaches have for understanding multicultural issues in education. The research featured in the book reflects an exciting new way of thinking about human experience. The studies focus on the lives of students, teachers, parents, and communities, highlighting experiences seldom discussed in the literature. The authors are diverse and their inquiries are far ranging in terms of content, ethnic groups studied, and geographic locations. They also bring their personal experience to the inquiries, actively participate in the lives of the people with whom they work, care deeply about the concerns of their participants, and search for ways to act upon these concerns. Most importantly, the work emphasizes the understanding of experience and transforming this understanding into social and educational significance.

Key Features

• Addresses new ways to explore multicultural issues in education; rather than relying on theoretical generalizations, the book focuses explicitly on individual and group experiences• Emphasizes the transformation of experience into education, especially through the study of complex multicultural issues• Challenges readers' assumptions of multicultural issues by offering numerous narrative accounts and research studies for work with various ethnic groups

Narrative and Experience in Multicultural Education is designed for use in courses in multicultural education and qualitative research, especially in departments of education, anthropology, and sociology. Professional educators, researchers, and consultants will also find this a valuable introduction to narrative research and a welcome addition to the literature.

This work looks at cross-cultural lives and identities in the multicultural landscape. It covers such topics as: lives in China along the Yangtze River and the Yellow River before, during and after the cultural revolution; cross-cultural lives in China and Canada; and more.

This work looks at cross-cultural lives and identities in the multicultural landscape. It covers such topics as: lives in China along the Yangtze River and the Yellow River before, during and after the cultural revolution; cross-cultural lives in China and Canada; and more.

Scope of the Book: Personal~Passionate~Participatory Inquiry into Social Justice in Education, the first book in the series, features 14 programs of social justice oriented research on life in schools, families, and communities. This work, done by a diverse group of practitioner researchers, educators, and scholars, connects the personal with the political, the theoretical with the practical, and research with social and educational change. These inquiries demonstrate three distinct qualities. Each is personal, compelled by values and experiences researchers bring to the work. Each is passionate, grounded in a commitment to social justice concerns of people and places under consideration. Each is participatory, built on long-term, heart-felt engagement, and shared efforts. The principle aspect of the inquiries featured in the book series that distinguish it from others is that researchers are not detached observers, nor putatively objective recorders, but active participants in schools, families, and communities. Researchers have explicit research agendas that focus on equity, equality, and social justice. Rather than aiming solely at traditional educational research outcomes, positive social and educational change is the focal outcome of inquiry. The researchers are diverse and their inquiries are far ranging in terms of content, people and geographic locations studied. These studies reflect new and exciting ways of researching and representing experience of the disenfranchised, underrepresented, and invisible groups seldom discussed in the literature, and challenge stereotypical or deficit oriented perspectives on these groups. This book informs pre-service and in-service teachers, educators, educational researchers, administrators, and educational policy makers, particularly those who advocate for people who are marginalized and those who are committed to the enactment of social justice and positive educational and social change.

Scope of the Book: Personal~Passionate~Participatory Inquiry into Social Justice in Education, the first book in the series, features 14 programs of social justice oriented research on life in schools, families, and communities. This work, done by a diverse group of practitioner researchers, educators, and scholars, connects the personal with the political, the theoretical with the practical, and research with social and educational change. These inquiries demonstrate three distinct qualities. Each is personal, compelled by values and experiences researchers bring to the work. Each is passionate, grounded in a commitment to social justice concerns of people and places under consideration. Each is participatory, built on long-term, heart-felt engagement, and shared efforts. The principle aspect of the inquiries featured in the book series that distinguish it from others is that researchers are not detached observers, nor putatively objective recorders, but active participants in schools, families, and communities. Researchers have explicit research agendas that focus on equity, equality, and social justice. Rather than aiming solely at traditional educational research outcomes, positive social and educational change is the focal outcome of inquiry. The researchers are diverse and their inquiries are far ranging in terms of content, people and geographic locations studied. These studies reflect new and exciting ways of researching and representing experience of the disenfranchised, underrepresented, and invisible groups seldom discussed in the literature, and challenge stereotypical or deficit oriented perspectives on these groups. This book informs pre-service and in-service teachers, educators, educational researchers, administrators, and educational policy makers, particularly those who advocate for people who are marginalized and those who are committed to the enactment of social justice and positive educational and social change.

In Dreams Deferred, a follow-up to Of Borders and Dreams (1996), Chris Carger takes us further into the life of Alejandro Juarez, Jr., and his family. This work envelopes readers in 'la vida real,' real life. Carger followed Alejandro for thirteen years, as he moved from school to school, experienced difficult relationships with his peers, dropped out of high school, struggled with employment and an early marriage. The compelling story of Alejandro’s parents obtaining U. S. citizenship parallels the border crossing story of Carger’s first book and illuminates triumphs and tragedies the family, and many other immigrants, experience as they negotiate life in the United States, and as they, all too often, have to forsake their hopes and dreams. There are no easy answers, nor happy endings, to the story of Alejandro and his family.Unlike many studies on dropping out, Alejandro, his family, and his community are viewed from a positive perspective versus deficit, 'at risk,' models in dropout research. The book fits into a newly evolving, increasingly important, research paradigm that focuses on students’ experience in the context of families, communities, and schools, and deals with issues of language, culture, and power related to multiculturalism and social justice. This book informs pre-service and in-service teachers, educational researchers, administrators, educational policy makers, and those who advocate for people are marginalized because of cultural, linguistic issues and learning challenges. It is a timely reflection on a problem that is at the intersection of this nation’s immigration controversies and dropout crisis.

In Dreams Deferred, a follow-up to Of Borders and Dreams (1996), Chris Carger takes us further into the life of Alejandro Juarez, Jr., and his family. This work envelopes readers in 'la vida real,' real life. Carger followed Alejandro for thirteen years, as he moved from school to school, experienced difficult relationships with his peers, dropped out of high school, struggled with employment and an early marriage. The compelling story of Alejandro’s parents obtaining U. S. citizenship parallels the border crossing story of Carger’s first book and illuminates triumphs and tragedies the family, and many other immigrants, experience as they negotiate life in the United States, and as they, all too often, have to forsake their hopes and dreams. There are no easy answers, nor happy endings, to the story of Alejandro and his family.Unlike many studies on dropping out, Alejandro, his family, and his community are viewed from a positive perspective versus deficit, 'at risk,' models in dropout research. The book fits into a newly evolving, increasingly important, research paradigm that focuses on students’ experience in the context of families, communities, and schools, and deals with issues of language, culture, and power related to multiculturalism and social justice. This book informs pre-service and in-service teachers, educational researchers, administrators, educational policy makers, and those who advocate for people are marginalized because of cultural, linguistic issues and learning challenges. It is a timely reflection on a problem that is at the intersection of this nation’s immigration controversies and dropout crisis.

In From Socrates to Summerhill and Beyond: Towards a Philosophy of Education for Personal Responsibility, Ronald Swartz offers an evolving development of fallible, liberal democratic, self-governing educational philosophies. He suggests that educators can benefit from having dialogues about questions such as these: 1). Are there some authorities that can be consistently relied upon to tell school members what they should do and learn while they are in school? 2.) How should the imagination of social theorists be both used and checked in the development and implementation of innovative educational reforms? 3.) How can teachers in personal responsibility schools help their students learn? These questions are representative of problems that Swartz raises in his book.Swartz identifies four educational programs as personal responsibility schools. These are Little Commonwealth (Homer Lane); Summerhill (A.S.Neill); Orphans Home (Janusz Korczak) and Sudbury Valley School (Daniel Greenberg). Swartz then suggests that these learning environments create social institutions that are liberal, democratic, and self-governing and therefore endorse the policy of personal responsibility. This policy states: All school members, students included, are fallible authorities who should be personally responsible for determining their own school activities and many policies that govern a school. Schools which incorporate this policy can interchangeably be referred to as personal responsibility, self-governing, or Summerhill style schools.In providing an historical and philosophical understanding of Summerhill style schools, Swartz suggests that these educational alternatives have intellectual roots in the ideas associated with Socrates as portrayed in Plato’s Apology. Specifically, in personal responsibility schools teachers are not viewed as authorities who attempt to transmit wisdom to their students. Rather, self-governing schools follow the Socratic tradition which claims that teachers can be viewed as fallible authorities who attempt to engage students in dialogues about questions of interest to students. The interpretation of Plato’s works used by Swartz can be found in Karl Popper’s The Open Society and Its Enemies. Swartz has also been significantly influenced by the educational writings of Bertrand Russell and Paul Goodman. Goodman’s Compulsory Miseducation makes it clear that schools which follow in the tradition of Summerhill compete with the educational programs that are an outgrowth of John Dewey’s writings.In summary, Swartz’s book aims to engage educators in dialogues that will lead to improved educational theories and practices.