Higher Education, State and Society Comparing the Chinese and Anglo-American Approaches
Produktdetaljer
Om bidragsyterne
Lili Yang is Assistant Professor at the Faculty of Education, the University of Hong Kong, Hong Kong.<p>In the world of academia, intellectual pluralism is indeed comparable to freedom of speech. If this is to be achieved, more researchers need to become truly cross-cultural, and higher education is one of the first fields we are likely to encounter the integration of civilizations. This volume has done a great service. It prepares the author and writers of similar background to tackle such an arduous task and achieve really highly. It also facilitates epistemologically participatory research in higher education more broadly.</p>
Rui Yang, Professor of Education and Associate Dean for Research, the University of Hong Kong, China
Based on several years of research, this book is a careful and original exploration of two key cultural, educational, philosophical and political traditions underpinning distinctive configurations of higher education. It puts these traditions into critical conversation, whilst seeking shared horizons and linguistic keys for synergetic interpretations.
Alis Oancea, Professor of Philosophy of Education and Research Policy, University of Oxford, UK
This book is essential. Presently confronted with the sheer necessity to view our ideas about society from different perspectives, we need this excellent proof that the young generation is capable of constructively bridging ideologies and cultures that underpin our ideas about the role of Higher Education. We need it as a basis for mutual understanding and for actual dialogue about the future of higher education in the changing global landscape.
Marijk van der Wende, Distinguished Faculty Professor of Higher Education, Faculty of Law, Economics and Governance, Utrecht University, The Netherlands
In this monograph, Lili Yang compares core ideas about the state, society, and higher education in two major world traditions. She explores the broad cultural and philosophical ideas underlying the public good of higher education in the two traditions, reveals their different social imaginaries, and works through five areas where higher education intersects with the individual, society, the state, and the world, intersections understood in contrasting ways in each tradition. The five key themes are: individual student development in higher education, equity in higher education, academic freedom and university autonomy, the resources and outcomes of higher education, and cross-border higher education activities and higher education’s global outcomes. In exploring the similarities, Yang highlights important meeting points between the two world views, with the potential to contribute to the mutual understanding and cooperation across cultures.
Series Editors’ Foreword
Introduction
Part I: Cultural and Philosophical Foundations
1. The Higher Education-Related Chinese Tradition
2. The Higher Education-Related Liberal Anglo-American Tradition
3. A New Common Template for Comparison: The Five Key Themes
Part II: The Public (Good) in Higher Education
4. Student Development in Higher Education: Xiushen (Self-Cultivation) and Bildung
5. Equity in Higher Education: Gongping and Equity
6. Academic Freedom and University Autonomy: Zhi (The Free Will) and Liberty
7. The Resources and Outcomes of Higher Education: The Gong/Public and Si/Private
8. Global Outcomes of Higher Education: Global Public/Common Goods and Tianxia Weigong (all under heaven belongs to/is for all)
Part III: Trans-Positional Approaches to the Public (Good) in Higher Education
9. Comparison and Combination: Complementarities, Hybridisations, and Synergies
Conclusion
References
Index
Compares core ideas about state, society, and education in two major world traditions showing both the differences but also hitherto unrecognised points of agreement and scope for a common approach in universities and research.
The Bloomsbury Higher Education Research series provides the evidence-based academic output of the world’s leading research centre on higher education, the ESRC/RE Centre for Global Higher Education (CGHE) in the UK. The core focus of CGHE’s work and of The Bloomsbury Higher Education Research series is higher education, especially the future of higher education in the changing global landscape. The emergence of CGHE reflects the remarkable growth in the role and importance of universities and other higher education institutions, and research and science, across the world. Corresponding to CGHE’s projects, monographs in the series will consist of social science research on global, international, national and local aspects of higher education, drawing on methodologies in education, learning theory, sociology, economics, political science and policy studies. Monographs will be prepared so as to maximise worldwide readership and selected on the basis of their relevance to one or more of higher education policy, management, practice and theory. Topics will range from teaching and learning and technologies, to research and research impact in industry, national system design, the public good role of universities, social stratification and equity, institutional governance and management, and the cross-border mobility of people, institutions, programmes, ideas and knowledge. The Bloomsbury Higher Education Research series is at the cutting edge of world research on higher education.
Advisory board:
Paul Blackmore, King’s College London, UK
Brendan Cantwell, Michigan State University, USA
Gwilym Croucher, University of Melbourne, Australia
Carolina Guzman-Valenzuela, University of Chile, Chile
Glen Jones, University of Toronto, Canada
Barbara Kehm, University of Glasgow, UK
Jenny Lee, University of Arizona, USA
Ye Liu, King’s College London, UK
Christine Musselin, Sciences Po, France
Alis Oancea, University of Oxford, UK
Imanol Ordorika, Universidad Nacional Autónoma de México, Mexico
Laura Perna, University of Pennsylvania, USA
Gary Rhoades, University of Arizona, USA
Susan Robertson, University of Cambridge, UK
Yang Rui, University of Hong Kong, Hong Kong
Pedro Teixeira, University of Porto, Portugal
Jussi Valimaa, University of Jyvaskyla, Finland
N.V. Varghese, National University of Educational Planning and Administration, India
Marijk van der Wende, University of Utrecht, The Netherlands
Po Yang, Peking University, China
Akiyoshi Yonezawa, Tohoku University, Japan