Bibliographic record
Abstract
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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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.005 |
| Science and technology studies | 0.002 | 0.004 |
| Scholarly communication | 0.007 | 0.006 |
| Open science | 0.001 | 0.003 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.011 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".