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Frontiers of Education in China

Front. Educ. China    2017, Vol. 12 Issue (1) : 3-28     https://doi.org/10. 3868/s110-006-017-0002-8
Research article
China in the Center: What Will It Mean for Global Education?
Ruth HAYHOE()
O.I.S.E., University of Toronto, Toronto M5S1V6, Canada
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Abstract

This paper begins by reflecting on the significance of the 16th World Congress of Comparative Education Societies which was held at Beijing Normal University (BNU) in August 2016. Part I focuses on China’s experience in educational development since the late 1970s, and the support provided by organizations such as the Canadian International Development Agency (CIDA) and the World Bank, which facilitated the rapid restoration of China’s universities after the Cultural Revolution and supported a dramatic social and economic transformation. Part II goes on to profile China’s rich educational civilization and suggests that the normal university is uniquely suited to bringing that to a wider world. Part III overviews China’s programs of support for educational development in Africa and Southeast Asia, and suggests that these embody forms of dialogue and reciprocity that have the potential to open up refreshingly new approaches to educational thought and practice in the global arena.

Keywords Confucian thought      mutuality      normal university      transforma     
Issue Date: 24 March 2017
 Cite this article:   
Ruth HAYHOE. China in the Center: What Will It Mean for Global Education?[J]. Front. Educ. China, 2017, 12(1): 3-28.
 URL:  
http://journal.hep.com.cn/fed/EN/10. 3868/s110-006-017-0002-8
http://journal.hep.com.cn/fed/EN/Y2017/V12/I1/3
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