DOI 10.30926/ecnuroe2018010105
Shifting the Education Paradigm: Why International Borrowing is No Longer Sufficient for Improving Education in China
Yong Zhao
East China Normal University & University of Kansas
Abstract
Purpose-The purpose of this article is to examine the consequences of mutual borrowing of educational policies and practices between the East and the West and implications for Chinese education.
Design/Methodology/Approach- This paper draws upon a wide variety of historical, cultural, and international assessment data.
Findings- The analyses found that the mutual borrowing is unlikely to improve education to the extent that the future world demands.
Originality/Value- Thus, the article concludes that instead of wasting resources and time on learning from each other’s past, education systems around the world should work on inventing a new paradigm of education. China is in a unique position to work on the new paradigm.
Corresponding Author: Yong Zhao yongzhao@ku.edu
Note on Contributor
Yong Zhao is a Foundation Distinguished Professor in the School of Education at the University of Kansas, and a Global Chair Professor at the East China Normal University. He is also a professorial fellow at the Mitchell Institute for Health and Education Policy, Victoria University in Australia. His works focus on the implications of globalization and technology on education. He has published over 100 articles and 30 books. He has received numerous awards, including the Early Career Award from the American Educational Research Association, Outstanding Public Educator from Horace Mann league of USA, and Distinguished Achievement Award in Professional Development from the Association of Education Publishers. He is an elected fellow of the International Academy for Education and is recognized as one of the most influential education scholars.
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05 Why International Borrowing is No Longer Sufficient for Improving Education in China.pdf