Bücher der Reihe Palgrave Studies on Chinese Education in a Global Perspective

With contributions focusing on such topics as intercultural adaptation, soft power and interculturality, language learning strategies and the intercultural, and transformations in perspective, this volume provides the reader with a broad overview of the latest advances in the field of interculturality and study abroad.

With contributions focusing on such topics as intercultural adaptation, soft power and interculturality, language learning strategies and the intercultural, and transformations in perspective, this volume provides the reader with a broad overview of the latest advances in the field of interculturality and study abroad.

This book examines how the two educational systems of China and the Nordic countries intersect. Over the past decade, there has been increased growth and interaction between China and the Nordic countries due to both government encouragement and academic curiosity.

This book focuses on the use of guanxi (Chinese personal connections) in everyday urban life: in particular, how and why people develop different types of social capital in their guanxi networks and the role of guanxi in school choice.

Winner of the AERA Division B Outstanding Book Recognition AwardThis book examines the dynamics surrounding the education of children in the unofficial schools in China's urban migrant communities.

This book calls for a change in the way interculturality is introduced in Chinese language education, while the demand for Chinese language teaching increases around the world.

As the largest group of international students in the English-speaking world, Mainland Chinese students encounter a range of difficulties and prospects that may be relevant to the wider international student community.

As the largest group of international students in the English-speaking world, Mainland Chinese students encounter a range of difficulties and prospects that may be relevant to the wider international student community.

This book examines how the two educational systems of China and the Nordic countries intersect. Over the past decade, there has been increased growth and interaction between China and the Nordic countries due to both government encouragement and academic curiosity.

This book presents a comprehensive account of the educational experiences of community college students in Hong Kong, analyzed through a theoretical lens that intersects sociological theories of inequality, including Bourdieu's concept of cultural capital.

This unique book starts from the premise that students, scholars, and educators should be given access to a form of global education that is genuinely global. Using the notion of interculturality as change and exchange as a basis, the authors examine fifty discourse instruments (e.g. idioms, neologisms, slogans) related to what they call 'Chinese stories of interculturality'. China, like other countries, has a rich and complex history of intercultural encounters and her engagement with the notion today, which shares similarities and differences with glocal discourses of interculturality, deserves to be unpacked and familiarized with. By so doing, digging into the intricacies of the Chinese and English languages, the reader is empowered to unthink, rethink and especially reflect on their own take on the important notion of interculturality.  

This book explores the complexities of cultivating ¿Confucian individuals¿ through classics study in contemporary China by drawing on the individualization thesis and its implications for the Confucian education revival. Based on ethnographic fieldwork conducted at a Confucian classical school, three topics are investigated: parents¿ narratives and actions related to ¿dis-embedding¿ their children from mainstream state education and transferring them to Confucian education as an alternative; the specific discourses and practices of teaching and learning the classics in everyday school life, guided by the aim of training students to become autonomous learners; and the institutional and subjective dilemmas that arise when parents and students seek to ¿re-embed¿ themselves in either the state education system or further Confucian studies at an advanced academy for the next stage of education. The research presented in this book contributes to understanding the hidden dynamics of individualization in the Confucian education revival and the intricacies of subject-making through Confucian teaching and learning in the socialist state of China.