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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 rejects a simplistic approach that presents both spaces as culturally uniform, confronting 'East' and 'West' entities, and suggests a comparative and contrastive approach that is critical and reflexive in both theory and methodology. This does not solely concentrate on difference, but emphasises similarities, including studies on philosophical, conceptual and methodological issues. This nuanced edited collection will appeal to students and scholars of Nordic and Chinese education as well as globalisation and interculturality.
About the author
Haiqin Liu
is Researcher at the Faculty of Educational Sciences of the University of Helsinki, Finland. Her research interests include multilingual education, interculturality and international teacher education.
Fred Dervin
is Professor of Multicultural Education at the University of Helsinki, Finland. He specializes in intercultural education, the sociology of multiculturalism and academic mobility.
Xiangyun Du
is Professor at the College of Education, Qatar University, Qatar, and Aalborg UNESCO Centre for Problem Based Learning in Engineering Science and Sustainability, Aalborg University, Denmark. Her main research interests include pedagogical development, particularly problem-based and project-based learning methods.
Summary
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 rejects a simplistic approach that presents both spaces as culturally uniform, confronting ‘East’ and ‘West’ entities, and suggests a comparative and contrastive approach that is critical and reflexive in both theory and methodology. This does not solely concentrate on difference, but emphasises similarities, including studies on philosophical, conceptual and methodological issues. This nuanced edited collection will appeal to students and scholars of Nordic and Chinese education as well as globalisation and interculturality.
