Yeow-Tong Chia – författare

A key objective of education in China is to cultivate one''s moral values, with the ultimate objective of becoming fully human (做人). Unlike the "West", which regards moral cultivation as related to but separate from citizenship cultivation, East Asia (including China) views moral and citizenship cultivation as synonymous. The essays in this book offer various perspectives on and understandings of Chinese citizenship and education by a group of scholars of Chinese heritage situated inside and outside of China. They offer compelling evidence and rich theoretical discussions about the practice of teaching citizenship in the state education, the interplay between citizenship and China''s cultural and religious traditions, and the construction of citizenship from the groups from marginal positions. The book uses citizenship as a lens to examine the pressing issues of identity, democracy, religion and cosmopolitanism and sheds new light on China''s ongoing social and educational changes. Thinking through citizenship and citizenship education may act as an important driving force to transform the culture and paradigms of governance in China and the new meanings of becoming fully human.

This book will be of interest to researchers and advanced students of Education, Politics, Sociology and Public Policy. The chapters in this book were originally published in various Routledge journals.

A key objective of education in China is to cultivate one''s moral values, with the ultimate objective of becoming fully human (做人). Unlike the "West", which regards moral cultivation as related to but separate from citizenship cultivation, East Asia (including China) views moral and citizenship cultivation as synonymous. The essays in this book offer various perspectives on and understandings of Chinese citizenship and education by a group of scholars of Chinese heritage situated inside and outside of China. They offer compelling evidence and rich theoretical discussions about the practice of teaching citizenship in the state education, the interplay between citizenship and China''s cultural and religious traditions, and the construction of citizenship from the groups from marginal positions. The book uses citizenship as a lens to examine the pressing issues of identity, democracy, religion and cosmopolitanism and sheds new light on China''s ongoing social and educational changes. Thinking through citizenship and citizenship education may act as an important driving force to transform the culture and paradigms of governance in China and the new meanings of becoming fully human.

This book will be of interest to researchers and advanced students of Education, Politics, Sociology and Public Policy. The chapters in this book were originally published in various Routledge journals.

This book examines how general education in Chinese universities cultivates cultural confidence among college students, addressing the evolving landscape of Chinese higher education.

Situated within the context of China’s higher education reforms and global engagement, this book integrates theoretical analysis, policy review, and empirical research to explore effective integration models between general education and cultural confidence. Through document analysis, surveys, interviews, and case studies from a range of Chinese universities, it analyses national and provincial policies, institutional practices, and students'' lived experiences. This book identifies successful strategies for embedding cultural confidence into curricula, teaching methods, and campus culture, while also confronting persistent challenges. By offering evidence-based recommendations and comparative insights, it contributes to international conversations on general education, cultural identity, and educational innovation.

The research findings provide actionable guidance for educational policymakers, university leaders, and educators aiming to design curricula that not only equip students with knowledge and skills but also foster a deep sense of cultural identity and confidence. Additionally, this book will appeal to graduate students and scholars interested in higher education, general education, cultural studies, and comparative education.

This book examines how general education in Chinese universities cultivates cultural confidence among college students, addressing the evolving landscape of Chinese higher education.

Situated within the context of China’s higher education reforms and global engagement, this book integrates theoretical analysis, policy review, and empirical research to explore effective integration models between general education and cultural confidence. Through document analysis, surveys, interviews, and case studies from a range of Chinese universities, it analyses national and provincial policies, institutional practices, and students'' lived experiences. This book identifies successful strategies for embedding cultural confidence into curricula, teaching methods, and campus culture, while also confronting persistent challenges. By offering evidence-based recommendations and comparative insights, it contributes to international conversations on general education, cultural identity, and educational innovation.

The research findings provide actionable guidance for educational policymakers, university leaders, and educators aiming to design curricula that not only equip students with knowledge and skills but also foster a deep sense of cultural identity and confidence. Additionally, this book will appeal to graduate students and scholars interested in higher education, general education, cultural studies, and comparative education.

Over the last two decades, the range of curricular offerings in Singapore has diversified almost beyond the ability of teacher preparation systems to cope. Teacher training has evolved from informal to formal, and from multiple ''providers'' to a single institution responsible for pre-service teacher education.

Teacher Preparation in Singapore is a non-celebratory and non-institution-based account of teacher preparation written with a critical academic lens. Contributing to the historiography of Singapore, as well as to the general history of teacher education, this book discusses the history of teacher preparation in Singapore from the colonial era, when Singapore was the centre of British Malaya, to the present day. It includes the pre-professional era of an informal approach to teacher education before the establishment of formal teacher training, the role of the colonial state and post-colonial state in the provision of teacher education, and issues such as policy borrowing, diffusion of educational philosophies, and developments paralleling those in the United Kingdom and elsewhere.

This is a relevant and important book for researchers of education history, comparative and international education, and teacher education in Singapore.