Notice bibliographique
Résumé
Guo, S., & Guo, Y. (Eds.) (2016). Spotlight on China: Chinese Education in the Globalized World. Rotterdam, Netherlands: Sense, pp. 378. ISBN: 9789463006675, $43.00 (paperback) ISBN: 9789463006682, $ 99.00 (hardback) E-Book, ISBN: 9789463006699Shibao Guo and Yan Guo are notable scholars in education whose outstanding work spans the intersection of globalization, transnational migration, and comparative and international education. Their recent edited collection of research, Spotlight on China: Chinese Education in the Globalized World, is a refreshing and insightful examination of the impact of globalization on China and its interactions with the globalized world. This book frames globalization within social and economic contexts and processes. It also contextualizes and problematizes globalization and its influence on education in the context of Chinese education and society.The volume's 20 chapters and 4 sections begin with an insightful and comprehensive introduction written by the editors. This overview of key themes makes a bold offering of new conceptual angles, especially a fresh interpretation of globalization and internationalization. The first section on the internationalization of Chinese education establishes a conceptual and philosophical foundation of globalization and internationalization. Barbara Schulte's chapter, 'Global Paths, Local Trajectories: China's Education and the Global,' sets the tone for this section. She argues that the globalization of education can be enriched by local understanding and interpreted in three dimensions: time and space/place, legitimating myths, and friction and pressures. She also lays the groundwork for the following chapter by Rui Yang, who provides an overview of internationalization of Chinese higher education, illustrating that China needs a global mindset to increase its global educational influence. The two internationalization cases in Yi Feng's chapter continue to strengthen Yang's argument by demonstrating two pioneer institutions in developing joint ventures between Britain and China in international collaboration, curriculum, and pedagogy. Heather Schmidt's chapter on ethnographic research on the Confucius Institute in Edmonton and its headquarters in Beijing shows that these two regimes can be defined as a reposition of China's social and cultural identity and a reproduction of China's image.Section II, Student Mobility and Intercultural Adaptations, focuses on students' learning experiences in a globalized world. First, an overview chapter by Baocun Liu and Qiang Liu illustrates the trends, features, and recommendations of internationalization in China and their connections to both international students in China and Chinese students studying abroad. Qing Gu's chapter on Chinese students' intercultural adaptation experiences in the UK focuses on investigating their belonging, identity, and self-efficacy through demonstrating their living and learning struggles in a different culture. Kun Yan and David Berliner's chapter further illustrates Chinese international students' intercultural adaptation in the U.S., their acculturation process, and adjustment challenges. They argue that active students within the host culture and integration of both cultures' traditions yield better transnational performances and transformations. Fred Dervin's research in Sweden focuses on Chinese international students' informal learning experiences, delineates the concept of identity, otherization, and representation, and examines how these concepts affect Chinese students' intercultural learning experiences.Section III, Cross-Cultural Teaching and Learning, examines teaching and learning experiences of international teachers and students in Chinese higher education. Guided by neoliberalism, Ling Shi and Lin's chapter presents a case study exploring a Chinese expatriate teaching English as a Foreign Language in a Chinese university and how this neoliberal phenomenon reflects individual interest in global education. …
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Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,001 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,000 |
| Méta-épidémiologie (sens large) | 0,001 | 0,000 |
| Bibliométrie | 0,001 | 0,005 |
| Études des sciences et des technologies | 0,002 | 0,004 |
| Communication savante | 0,007 | 0,006 |
| Science ouverte | 0,001 | 0,003 |
| Intégrité de la recherche | 0,001 | 0,002 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,011 | 0,001 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».