Chinese Teachers' Imaginaries: Comparing the Pros and Cons of Chinese Education and Other Education Systems

Autor/inn/en	Wang, Xi; Wang, Ting
Titel	Chinese Teachers' Imaginaries: Comparing the Pros and Cons of Chinese Education and Other Education Systems
Quelle	In: Compare: A Journal of Comparative and International Education, 51 (2021) 5, S.725-744 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7925
DOI	10.1080/03057925.2019.1672521
Schlagwörter	Comparative Education; Teacher Attitudes; Social Networks; Social Media; Western Civilization; Cultural Context; Foreign Countries; Discourse Analysis; Graduate Students; Part Time Students; Stereotypes; Role; Power Structure; Political Influences; Imagination; Critical Thinking; Masters Programs; Educational Administration; Instructional Leadership; Educational Attitudes; Elementary School Teachers; Middle School Teachers; High School Teachers; China (Beijing) + Suchen Sie Ihr Suchwort? Vergleichende Erziehungswissenschaft; Lehrerverhalten; Social network; Soziales Netzwerk; Soziale Medien; Ausland; Diskursanalyse; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Part-time students; Teilzeitstudent; Klischee; Rollen; Political influence; Politischer Einfluss; Kritisches Denken; Magister course; Magisterstudiengang; Bildungsverwaltung; Schuladministration; Schulverwaltung; Instruction; Leadership; Bildung; Erziehung; Führung; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; High school; High schools; Oberschule
Abstract	The article presents a qualitative study which explores Chinese school teachers' imaginaries of Chinese and other education systems. It also investigates how social media has shaped their imaginaries. By reference to the literature on imaginary, discourse, and media, the study views imaginary as an instantiation of a particular discourse or discourses. This research employs qualitative coding methods and textual analysis to interpret the meanings of 163 opinion articles written by part-time graduate students, who were full-time school teachers. These methods were also used to analyse interview and observation transcripts. The findings reveal that most participants adopted stereotypical perspectives of western and Chinese education, and exhibited a strong sense of self-deprecation. Interestingly, WeChat, a popular Social Network Services (SNSs), played a prominent role in constructing these teachers' imaginaries. The study highlights the hegemonic power given to western education and the critical role played by social media in the Chinese context. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01