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Article
Author(s)
KAN Wei
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DOI:10.17265/2159-5836/2018.12.014
Affiliation(s)
Beijing Normal University, Beijing, China
ABSTRACT
The current paper contemplates a process of introducing the postmodernism in curriculum changes since the beginning of 21st century in China. During the 15 years, government sought to responding the rapid economic development and reducing the pressures of exam-oriented education, and then introduced the frames of postmodernism curriculum which went beyond the modernism stage of the curriculum development in China. The educational system had shown more intent to bring about change but has been hampered both by an inherited culture of inertia and lack of micro-culture in classroom, which led to the disconnection between the policy-making and the practices of implementation.
KEYWORDS
postmodernism, curriculum reform, curriculum culture
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References
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Basic Education Department of Ministry of Education. (2001). Guidelines for the curriculum reform of basic education [typescript]. Beijing: Ministry of Education, Basic Education Department.
Bray, M., & Lykins, C. (2012). Shadow education: Private supplementary tutoring and its implications for policy makers in Asia. Manila: Asian Development Bank.
Brown, G. T. L., Hui, S. K. F., Yu, W. M., & Kennedy, K. J. (2011). Teachers’ conceptions of assessment in Chinese contexts: A tripartite model of accountability, improvement, and irrelevance. International Journal of Educational Research, 50(5-6), 307-320.
Chan, C., & Rao, N. (Eds.). (2009). Revisiting the Chinese learner—Changing contexts, changing education. Springer & Comparative Education Research Centre: Hong Kong & the Netherlands.
Cobb, G. (2003). Postmodernism and the economy of China. Academic Journal of Xi’an Jiaotong University (social science edition), 2, 1-5.
Cobb, G. (2004). Traditional, modern, and postmodern problems in China’s economy. Academic Journal of the Science and Technology University of Central China (social science edition), 6, 15-20.
Cui, S.-Q., and Pan, H.-L. (2008). The educational practice of postmodernism curriculum theory: Interpreting the teaching models of Dulangkou middle school. Journal of Tianjin Normal University (Elementary Education Edition), 9(3), 34-36, 43.
Cui, Y. (2001). What’s the “new” for the new curriculum?—An analysis of the basic educationcurriculum reform outline (trial). Exploring Education Development, 14(9), 5-10. (In Chinese)
Dello-Iacovo, B. (2009). Curriculum reform and “quality education” in China: An overview. International Journal of Educational Development, 29(2), 241-249.
Ding, G. (Ed.). (2010). Investigation and policy analysis of professional development of primary and secondary teachers in China. Shanghai: East China Normal University Press.
Doll, Jr., W. E. (1989). Foundations for a post-modern curriculum. Journal of Curriculum Studies, 21(3), 243-253.
Feng, D. (2006). China’s recent curriculum reform: Progress and problems. Planning and Changing, 37(1&2), 131-144.
Feng, T. Y. (2001). Yesterday, today, and tomorrow of Chinese culture: A collection of well-known experts. Wuhan: Wuhan University Press.
Gao, X. Y. (2005). Review of postmodernism. Beijing: People’s University of China Press.
Griffin, D. R. (1997). Spirituality and society: Postmodern version. Albany: State University of New York Press.
Guan, Q., & Meng, W. (2007). China national new curriculum reform: Innovation, challenges and strategies. http://psyedu.org.cn/qguan
Guo, J. N. (2004). Choice of contemporary Chinese culture. Beijing: Beijing University Press.
Guo, L. (2012). New curriculum reform in China and its impact on teachers. Education Canadian and International Education, 41(2), 87-105.
Hanson, E. M. (2003). Educational administration and organizational behavior. San Francisco, CA: Allyn and Bacon.
Hofstede, G. (2001). Culture’s consequences (2nd ed.). Thousand Oaks, California: SAGE.
Hofstede, G., & Bond, M. (1988). Confucius and economic growth: New trends in culture’s consequences. Organizational Dynamics, 16(4), 4-21.
Huang, F. Q. (2004). Curriculum reform in contemporary China: Seven goals and six strategies. Journal of Curriculum Studies, 36(1), 105-115.
Jin, B. H. (2001). Dictionary of philosophy. Shanghai: Shanghai Dictionary and Book Publication Press.
Jin, Y. (2003). Ideal and innovation of current curriculum reform. Beijing: People’s Education Press.
Jin, Y. (2005). Curricular theory of postmodernism. Beijing: People’s Education Press.
Jin, Yu & Li, L. (2011). A postmodern perspective on current curriculum reform in China. Chinese Education & Society, 44(4), 25-43. doi:10.2753/CED1061-1932440402
Joseph, P. (1986). Common places. In C. Kridel (Ed.), Encyclopedia of curriculum studies (Vol. 1). Los Angeles: SAGE.
Kennedy, K. (2005). Changing schools for changing times—New directions for the school curriculum in Hong Kong. Hong Kong: The Chinese University Press.
Kennedy, K. (2008). Globalized economies and liberalized curriculum: New challenges for national citizenship education. In D. Grossman, W. O. Lee, and K. Kennedy (Eds.), Citizenship curriculum in Asia and the Pacific (pp. 13-28). Hong Kong and Dordecht: Comparative Education Research Centre and Springer.
Kennedy, K., & Lee, J. C. K. (2010). The changing role of schools in Asian societies—Schools for theknowledge society. London: Routledge.
Li, F. (2001). Decentralization of educational management and curriculum development: A case study of curriculum reform in Shanghai and victorian schools (1985-1995). Unpublished doctoral dissertation, Monash University.
Li, J. (2012). The Transmission of cultural values in the production of EFL textbooks for the Chinese primary curriculum. Unpublished doctoral dissertation, University of Edinburgh.
Marton, F. & Pang, M.F. (2006) On some necessary conditions of learning. The Journal of the Learning Sciences, 15(2), 193-220.
McKinsey and Company. (2011). How the world’s most improved education systems keep getting better. Retrieved on 7 April 2013 http://www.mckinsey.com/App_Media/Reports/SSO/Worlds_School_Systems_Final.pdf
McLaren, P., & Farahmandpur, R. (2000). Reconsidering Marx in post-marxist times: A requiem for postmodernism? Educational Researcher, 29(3), 25-33.
Ministry of Education (MoE). (2004a). The action plan of education vitalization between 2003–2007. Retrieved January 22, 2005, from the China Education Network Website: http://www.edu.cn/20040325/3102277.shtml.
Ministry of Education (MoE). (2004b). The national bulletin of education development in 2003. Retrieved January 22, 2005, from the China Education Network Website: http://www.edu.cn/edoas/website18/info5515.ht
Ministry of Education. (1985). The Central Committee of the Communist Party of China’s decision on reform of the educational system [typescript]. Beijing.
Ministry of Education. (1998). Action project for the educational vitalization facing the twenty-first century [typescript]. Beijing.
Mok, M. M. C., Kennedy, K., & Moore, P. (2011). Academic attribution of secondary students: Gender, year level and achievement. Education Psychology, 31(1), 87-104.
Mok, M. M. C., Kennedy, K., Moore, P., Shan, W. J., & Leung, S. O. (2008). The use of help-seeking byChinese secondary school students: Challenging the myth of “the Chinese learner”. Evaluation and Research in Education, 21(3), 188-213.
Öniş, Z. (1991). The logic of the developmental state. Comparative Politics, 24(1), 109-126.
Pang, L. (2004). SuzhiJiaoyu Vs YingshiJiaoyu: Shu sheng? Shu Fu? (Quality education versus examination-oriented education: Which one is winning?) November. http://www.sd.xinhuanet.com/news/2004-11/27/content_3294815.htm
Pepper, S. (2000). China’s rural education reform: Consequences, remedies, prospects. http://www.usc.cuhk.edu.hk/wk_wzdetails.asp?id=1599 (original Englishversion on line). This article is also published in Chinese as: Hu Sushan (Suzanne Pepper), Zhongguo nongcun jiaoyu gaige zhengce pingshu. Er shi yi Shiji Shuangyuekan, 61 (October), 177-185.
Price, R. F. (1979). Education in modern China. London: Routledge & Kegan Paul Ltd.
Ruan, J., & Jin, L. (2012). Primary school chinese language and literacy curriculum reforms in China after 1949. In C. B. Leung and J. Ruan (Eds.), Perspectives on teaching and learning Chinese literacy in China (vol. 2, pp. 129-140). Netherlands: Springer.
Sheringham, M. (1984). Popularization policies in Chinese education from the 1950s to the 1970s. Comparative Education, 20(1), 73-80.
Singer, M. (1971). Educated youth and the cultural revolution in China. Michigan Papers in Chinese Studies (10). Ann Arbor, MI: The University of Michigan Center for Chinese Studies.
Slattery, P. (1995). Curriculum development in the postmodern era. New York: Garland.
State Commission. (1999). Decision on deepening educational reform and promoting quality education [typescript]. Beijing.
State Commission. (2001). Decision on reform and development of basic education [typescript]. Beijing.
State Commission. (2008). Work reposts of central government [typescript]. Beijing.
Tan, C. (2012). The culture of education policy making: Curriculum reform in Shanghai. Critical Studies in Education, 53(2), 153-167. DOI : 10.1080/17508487.2012.672333
Thiessen, D. (1997). Knowing about, acting on behalf of, and working with primary pupils’ perspectives: Three levels of engagement with research. In A. Pollard, D. Thiessen, and A. Filer (Eds.), Children and their curriculum: The perspectives of primary and elementary school children (pp. 184-196). London: Falmer.
Thiessen, D. (2007). Curriculum and social change. Curriculum Inquiry, 37(4), 299-302.
Tu, W. M. (Ed.). (1996). Confucian traditions in East Asian modernity: Moral education and economicculture in Japan and four mini-dragons. Cambridge: Harvard University Press.
Wang, Z. H. (2003a). Dictionary of postmodernism. Beijing: People’s Education Press.
Wang, Z. H.(2003b). Globalization and postmodernism. Guilin: Guangxi Normal University Press.
Watkins, D. A., & Biggs, J. B. (Eds.). (2001). Teaching the Chinese learner: Psychological and pedagogical perspectives. Hong Kong: Comparative Education Research Centre, University of Hong Kong, and Australian Council for Educational Research Press.
Watkins, D., & Biggs, J. (Eds.). (1996). The Chinese learner: Cultural, psychological and cultural influences. Hong Kong/Melbourne: Comparative Education Research Centre/Australian Council for Educational Research.
Westbury, I. D. (1998). Didaktik and Curriculum Studies. In B.B. Gundem and S. Hopmann (Eds.), Didaktik and/or curriculum: An international dialogue (pp. 47-78). New York: Peter Lang.
Wong, J. (2004). The adaptive developmental state in East Asia. Journal of East Asian Studies, 4, 345-362.
Wu, J. L., Li, Y. L., & Lin, Y. F. (2017). Destiny of Nation: Transformation of economic and changes of China in the future. Beijing: Central Compilation and Translation Press.
Yu, W. (2003). Guojiaji kecheng gaige shiyanqu jiaoxue gaige diaoyan baogao (A survey of teaching reform in the national curriculum reform pilot project areas). JiaoyuYanjiu, 11, 41.
Zhang, Y., Wei, L., Wang, D., & Ren, X. (2006). Increasing the number of staff: A proposal from Guangdong. Retrieved March 4, 2006, from the Guangzhou Network, Website: http://www.guangzhou.gov.cn/node_392/node_400/node_730/2006-02/114102702293534.shtml
Zhao, G. W. (2000). Review of postmodern philosophy. Beijing: Xiyuan Publication Press.
Zhong, Q. Q. (2002). Understanding postmodernism from the perspective of post-structuralism (in Chinese). Global Education, 31(10), 53-58.
Zhou, J. (2004). Minister of MOE jiangjie 2003-2007 nian jiaoyuzhenxing, Xingdongjihua (Zhou Ji explains the 2003-2007 action plan for invigorating education). March. http://jydd.czedu.gov.cn/ywzn/ShowArticle.asp?ArticleID=39
Basic Education Department of Ministry of Education. (2001). Guidelines for the curriculum reform of basic education [typescript]. Beijing: Ministry of Education, Basic Education Department.
Bray, M., & Lykins, C. (2012). Shadow education: Private supplementary tutoring and its implications for policy makers in Asia. Manila: Asian Development Bank.
Brown, G. T. L., Hui, S. K. F., Yu, W. M., & Kennedy, K. J. (2011). Teachers’ conceptions of assessment in Chinese contexts: A tripartite model of accountability, improvement, and irrelevance. International Journal of Educational Research, 50(5-6), 307-320.
Chan, C., & Rao, N. (Eds.). (2009). Revisiting the Chinese learner—Changing contexts, changing education. Springer & Comparative Education Research Centre: Hong Kong & the Netherlands.
Cobb, G. (2003). Postmodernism and the economy of China. Academic Journal of Xi’an Jiaotong University (social science edition), 2, 1-5.
Cobb, G. (2004). Traditional, modern, and postmodern problems in China’s economy. Academic Journal of the Science and Technology University of Central China (social science edition), 6, 15-20.
Cui, S.-Q., and Pan, H.-L. (2008). The educational practice of postmodernism curriculum theory: Interpreting the teaching models of Dulangkou middle school. Journal of Tianjin Normal University (Elementary Education Edition), 9(3), 34-36, 43.
Cui, Y. (2001). What’s the “new” for the new curriculum?—An analysis of the basic educationcurriculum reform outline (trial). Exploring Education Development, 14(9), 5-10. (In Chinese)
Dello-Iacovo, B. (2009). Curriculum reform and “quality education” in China: An overview. International Journal of Educational Development, 29(2), 241-249.
Ding, G. (Ed.). (2010). Investigation and policy analysis of professional development of primary and secondary teachers in China. Shanghai: East China Normal University Press.
Doll, Jr., W. E. (1989). Foundations for a post-modern curriculum. Journal of Curriculum Studies, 21(3), 243-253.
Feng, D. (2006). China’s recent curriculum reform: Progress and problems. Planning and Changing, 37(1&2), 131-144.
Feng, T. Y. (2001). Yesterday, today, and tomorrow of Chinese culture: A collection of well-known experts. Wuhan: Wuhan University Press.
Gao, X. Y. (2005). Review of postmodernism. Beijing: People’s University of China Press.
Griffin, D. R. (1997). Spirituality and society: Postmodern version. Albany: State University of New York Press.
Guan, Q., & Meng, W. (2007). China national new curriculum reform: Innovation, challenges and strategies. http://psyedu.org.cn/qguan
Guo, J. N. (2004). Choice of contemporary Chinese culture. Beijing: Beijing University Press.
Guo, L. (2012). New curriculum reform in China and its impact on teachers. Education Canadian and International Education, 41(2), 87-105.
Hanson, E. M. (2003). Educational administration and organizational behavior. San Francisco, CA: Allyn and Bacon.
Hofstede, G. (2001). Culture’s consequences (2nd ed.). Thousand Oaks, California: SAGE.
Hofstede, G., & Bond, M. (1988). Confucius and economic growth: New trends in culture’s consequences. Organizational Dynamics, 16(4), 4-21.
Huang, F. Q. (2004). Curriculum reform in contemporary China: Seven goals and six strategies. Journal of Curriculum Studies, 36(1), 105-115.
Jin, B. H. (2001). Dictionary of philosophy. Shanghai: Shanghai Dictionary and Book Publication Press.
Jin, Y. (2003). Ideal and innovation of current curriculum reform. Beijing: People’s Education Press.
Jin, Y. (2005). Curricular theory of postmodernism. Beijing: People’s Education Press.
Jin, Yu & Li, L. (2011). A postmodern perspective on current curriculum reform in China. Chinese Education & Society, 44(4), 25-43. doi:10.2753/CED1061-1932440402
Joseph, P. (1986). Common places. In C. Kridel (Ed.), Encyclopedia of curriculum studies (Vol. 1). Los Angeles: SAGE.
Kennedy, K. (2005). Changing schools for changing times—New directions for the school curriculum in Hong Kong. Hong Kong: The Chinese University Press.
Kennedy, K. (2008). Globalized economies and liberalized curriculum: New challenges for national citizenship education. In D. Grossman, W. O. Lee, and K. Kennedy (Eds.), Citizenship curriculum in Asia and the Pacific (pp. 13-28). Hong Kong and Dordecht: Comparative Education Research Centre and Springer.
Kennedy, K., & Lee, J. C. K. (2010). The changing role of schools in Asian societies—Schools for theknowledge society. London: Routledge.
Li, F. (2001). Decentralization of educational management and curriculum development: A case study of curriculum reform in Shanghai and victorian schools (1985-1995). Unpublished doctoral dissertation, Monash University.
Li, J. (2012). The Transmission of cultural values in the production of EFL textbooks for the Chinese primary curriculum. Unpublished doctoral dissertation, University of Edinburgh.
Marton, F. & Pang, M.F. (2006) On some necessary conditions of learning. The Journal of the Learning Sciences, 15(2), 193-220.
McKinsey and Company. (2011). How the world’s most improved education systems keep getting better. Retrieved on 7 April 2013 http://www.mckinsey.com/App_Media/Reports/SSO/Worlds_School_Systems_Final.pdf
McLaren, P., & Farahmandpur, R. (2000). Reconsidering Marx in post-marxist times: A requiem for postmodernism? Educational Researcher, 29(3), 25-33.
Ministry of Education (MoE). (2004a). The action plan of education vitalization between 2003–2007. Retrieved January 22, 2005, from the China Education Network Website: http://www.edu.cn/20040325/3102277.shtml.
Ministry of Education (MoE). (2004b). The national bulletin of education development in 2003. Retrieved January 22, 2005, from the China Education Network Website: http://www.edu.cn/edoas/website18/info5515.ht
Ministry of Education. (1985). The Central Committee of the Communist Party of China’s decision on reform of the educational system [typescript]. Beijing.
Ministry of Education. (1998). Action project for the educational vitalization facing the twenty-first century [typescript]. Beijing.
Mok, M. M. C., Kennedy, K., & Moore, P. (2011). Academic attribution of secondary students: Gender, year level and achievement. Education Psychology, 31(1), 87-104.
Mok, M. M. C., Kennedy, K., Moore, P., Shan, W. J., & Leung, S. O. (2008). The use of help-seeking byChinese secondary school students: Challenging the myth of “the Chinese learner”. Evaluation and Research in Education, 21(3), 188-213.
Öniş, Z. (1991). The logic of the developmental state. Comparative Politics, 24(1), 109-126.
Pang, L. (2004). SuzhiJiaoyu Vs YingshiJiaoyu: Shu sheng? Shu Fu? (Quality education versus examination-oriented education: Which one is winning?) November. http://www.sd.xinhuanet.com/news/2004-11/27/content_3294815.htm
Pepper, S. (2000). China’s rural education reform: Consequences, remedies, prospects. http://www.usc.cuhk.edu.hk/wk_wzdetails.asp?id=1599 (original Englishversion on line). This article is also published in Chinese as: Hu Sushan (Suzanne Pepper), Zhongguo nongcun jiaoyu gaige zhengce pingshu. Er shi yi Shiji Shuangyuekan, 61 (October), 177-185.
Price, R. F. (1979). Education in modern China. London: Routledge & Kegan Paul Ltd.
Ruan, J., & Jin, L. (2012). Primary school chinese language and literacy curriculum reforms in China after 1949. In C. B. Leung and J. Ruan (Eds.), Perspectives on teaching and learning Chinese literacy in China (vol. 2, pp. 129-140). Netherlands: Springer.
Sheringham, M. (1984). Popularization policies in Chinese education from the 1950s to the 1970s. Comparative Education, 20(1), 73-80.
Singer, M. (1971). Educated youth and the cultural revolution in China. Michigan Papers in Chinese Studies (10). Ann Arbor, MI: The University of Michigan Center for Chinese Studies.
Slattery, P. (1995). Curriculum development in the postmodern era. New York: Garland.
State Commission. (1999). Decision on deepening educational reform and promoting quality education [typescript]. Beijing.
State Commission. (2001). Decision on reform and development of basic education [typescript]. Beijing.
State Commission. (2008). Work reposts of central government [typescript]. Beijing.
Tan, C. (2012). The culture of education policy making: Curriculum reform in Shanghai. Critical Studies in Education, 53(2), 153-167. DOI : 10.1080/17508487.2012.672333
Thiessen, D. (1997). Knowing about, acting on behalf of, and working with primary pupils’ perspectives: Three levels of engagement with research. In A. Pollard, D. Thiessen, and A. Filer (Eds.), Children and their curriculum: The perspectives of primary and elementary school children (pp. 184-196). London: Falmer.
Thiessen, D. (2007). Curriculum and social change. Curriculum Inquiry, 37(4), 299-302.
Tu, W. M. (Ed.). (1996). Confucian traditions in East Asian modernity: Moral education and economicculture in Japan and four mini-dragons. Cambridge: Harvard University Press.
Wang, Z. H. (2003a). Dictionary of postmodernism. Beijing: People’s Education Press.
Wang, Z. H.(2003b). Globalization and postmodernism. Guilin: Guangxi Normal University Press.
Watkins, D. A., & Biggs, J. B. (Eds.). (2001). Teaching the Chinese learner: Psychological and pedagogical perspectives. Hong Kong: Comparative Education Research Centre, University of Hong Kong, and Australian Council for Educational Research Press.
Watkins, D., & Biggs, J. (Eds.). (1996). The Chinese learner: Cultural, psychological and cultural influences. Hong Kong/Melbourne: Comparative Education Research Centre/Australian Council for Educational Research.
Westbury, I. D. (1998). Didaktik and Curriculum Studies. In B.B. Gundem and S. Hopmann (Eds.), Didaktik and/or curriculum: An international dialogue (pp. 47-78). New York: Peter Lang.
Wong, J. (2004). The adaptive developmental state in East Asia. Journal of East Asian Studies, 4, 345-362.
Wu, J. L., Li, Y. L., & Lin, Y. F. (2017). Destiny of Nation: Transformation of economic and changes of China in the future. Beijing: Central Compilation and Translation Press.
Yu, W. (2003). Guojiaji kecheng gaige shiyanqu jiaoxue gaige diaoyan baogao (A survey of teaching reform in the national curriculum reform pilot project areas). JiaoyuYanjiu, 11, 41.
Zhang, Y., Wei, L., Wang, D., & Ren, X. (2006). Increasing the number of staff: A proposal from Guangdong. Retrieved March 4, 2006, from the Guangzhou Network, Website: http://www.guangzhou.gov.cn/node_392/node_400/node_730/2006-02/114102702293534.shtml
Zhao, G. W. (2000). Review of postmodern philosophy. Beijing: Xiyuan Publication Press.
Zhong, Q. Q. (2002). Understanding postmodernism from the perspective of post-structuralism (in Chinese). Global Education, 31(10), 53-58.
Zhou, J. (2004). Minister of MOE jiangjie 2003-2007 nian jiaoyuzhenxing, Xingdongjihua (Zhou Ji explains the 2003-2007 action plan for invigorating education). March. http://jydd.czedu.gov.cn/ywzn/ShowArticle.asp?ArticleID=39