This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via Scopus Google Scholar Articles by Carmel Sargent, T. Social Bookmarking                         What's this?

Revolutionizing Ritual Interaction in the Classroom

Constructing the Chinese Renaissance of the Twenty-First Century

Rutgers, The State University of New Jersey

Over the past decade, educational leaders in China have maintained that the pattern of social interactions in Chinese classrooms is not conducive to the cultivation of innovativeness and creativity and that this lack of creativity is a major barrier to China’s global competitiveness. One key response has been the implementation of the 2001 New Curriculum reforms in basic education. This article draws on qualitative classroom observation and in-depth interview data, as well as quantitative survey data, from Gansu province to investigate the extent to which classroom interactions differ substantially in Chinese primary school classrooms that are implementing the New Curriculum reforms compared with those that are not. To the extent that individuals are constructed by the interactions in which they participate, changes in classrooms could have far-reaching implications for contemporary youth socialized differently than those of previous generations, and for the future social, cultural, and political order of China.

Key Words: China • education reform • teaching methods • New Curriculum reforms • rural education

Modern China, Vol. 35, No. 6, 632-661 (2009)
DOI: 10.1177/0097700409338001


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?