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This volume explores the potentials and perspectives upon educational diplomacy, promoting a better mutual understanding on the European and the Chinese traditions and their visions for the future. Together an essay competition was held from January to September 2023, which concluded with a symposium on the 23 rd of September. During this project young students and young professionals from Europe and China were invited to submit their essays on the following topics: •How will exchange programs develop in the future? •How can curiosity and enthusiasm for the other culture be awaken and strengthened? •What potential does educational diplomacy have? •What is the new approach to international and global education? The submissions of this unique academic project are collected in this publication, encompassing a wide range of authors from different interdisciplinary and intercultural backgrounds , coming from E urope and China This project was run in collaboration between the Institute for Greater Europe and the European Guanxi. Both are youth led think tanks run by young academics and young professionals from all over Europe and beyond. Meanwhile, the Institute for Greater Europe puts a focus on the role of the European Idea on the European continent and beyond, European Guanxi searches to foster a mutual understanding between Europe and China.
Georg Wiessala offers a critique of the ways in which intellectual and academic exchanges inform and shape external interactions with countries, institutions and non-state actors across the Asia-Pacific. Wiessala analyses ideologies, mechanisms and policies through which matters of exchange and inter-cultural dialogue have come to bear on the EU-Asia dialogue.
This book focuses on the question of whether and how civil society may contribute to policy innovation. As the focus of civil society research is often more on the constraints on civil society by the state and less on the agency and effects of civil society organisations the authors provide a fresh and fruitful perspective.
There has been much debate in recent times between the Anglo American tradition of curriculum studies and the Continental and North European tradition of didactics (Didaktik). As important as such debate has been, this book seeks to add new voices to the debate representing ideas and traditions from a different part of the world. The focus is on Chinese curriculum thinking that has passed through a number of stages and currently represents a blend of some aspects of the American tradition and Chinese cultural traditions. How does Chinese thinking about curriculum, teaching and learning resonate with European didactic traditions and what are the implications for theorizing an expanded field of curriculum studies? This book deliberately transcends borders and cultures to explore new territory, to provide a platform for open dialogue and to open up new areas of investigation Chapters include, Curriculum Reform and Research in China: A Social-Historical Perspective What Mathematics Did Teachers Learn? Comparison of the School and the Pre-Service Teacher Mathematics Curricula in Germany and Taiwan Living in Parallel Worlds: A Transatlantic Dialogue between General Didactics and Instructional Design
In recent decades, the external action of the European Union (EU) has been undergoing considerable change. An expansion of the EU’s external policy portfolio can be observed in many areas as previous policies for internal purposes – such as competition, energy, the environment, justice and home affairs or monetary governance but also gender, science, culture or higher education – have developed external dimensions. This book addresses the EU’s potential to become a more joined-up global actor in its external engagement. It uses a single and innovative analytical framework to examine three clusters of policies: EU internal sectoral and cross-cutting policies with long-standing external engagement, those which have been undergoing considerable change, and originally internal policies whose external dimensions are comparatively more recent. It identifies key explanatory factors for the emergence of (certain forms of) EU external engagement and identifies patterns of the evolving relations between EU internal and external sectoral policies. As such, the book examines and assesses exciting new empirical and theoretical research avenues into European integration studies and offers insights into the extent to which the EU may be considered a more joined-up global actor developing sectoral diplomacies. This text will be of key interest to scholars and students as well as practitioners in the fields of European Union politics, European Union foreign policy, European Politics, diplomacy studies, and more broadly law and international relations.
This book addresses the past and changing contexts of Chinese and German teacher education under the impact of globalization and echoes "quality" issues of teacher education. This edited book provides a comprehensive discussion on other issues in the management and implementation of change in teacher education related to teacher education curricula for professional development of teachers. A combination of chapters provides an overview, a review of literature and research as well as offering examples of teacher education practice and updated empirical research on these topics co-edited by two senior scholars and written by experts from Mainland China (including Hong Kong ) and Germany. The volume addresses key issues on teacher standards, ICT in education and e-learning in teacher education, STEM education, vocational teacher education, university-school partnership in teacher education and teaching Chinese or German as a second language. This is an up-to-date academic book to look at profound issues related to quality in teacher education and teachers’ professional development in mainland China and Germany. It will be a useful reference for graduate students and researchers in the field of international and comparative education, teacher education and curriculum studies, teacher educators and practitioners to learn from trends, best practice and challenges that have been encountered in Mainland China and Germany.
This volume provides a critical perspective on the Soviet legacy of global competition and status anxiety in international higher education. Investigating tensions generated by the traditional power instruments of coercion, money and attraction, the book looks into the dynamics of multi-level forces that either advance progressive university policies and practices or lead to hyper-centralization, indoctrination and unfreedom of inquiry in higher education. The volume provides insights into political sources that champion the anxiety about superpower status over the agenda of social equality, fairness, and freedom in universities and their communities. The manuscript offers an excellent collation of studies shedding light on the phenomenon of de-Sovietization which was previously largely overlooked and underexplored in the higher education literature. The book appeals to policy-makers, practitioners and scholars of higher education who seek to understand historical and political conditions that affect the currency of Chinese and Russian scholarship. As de-Sovietization of higher education may often be aspiration than reality in the two post-totalitarian countries, this books offers a unique, thought-provoking frame of analysis urging for more studies in the area as well as encouraging enhanced responsibility in creating sufficient room for freedom of critical inquiry.
This book is a comprehensive reference book and commentary on basic documents about relations between the EU and the People's Republic of China from 1949 to the present. It contains all significant official and unofficial documents in English and Chinese about EU-China relations since the founding of the PRC in 1949. Since the opening-up of China in 1979, and especially after the establishment of the EU in 1992, relations between the EU and China have developed apace. Today the EU and China are 'strategic partners', with a very broad-based relationship, extending far beyond trade to encompass a growing number of important economic, political, social and cultural domains. The relationship is certain to gain in importance with increasing globalisation, EU expansion, Chinese membership of the World Trade Organisation (WTO), the renewal and development of China, and changes in the international trading system and international politics. This book provides an indispensable foundation for teaching, research, policy-making and advising on EU-China relations. It includes both documents originally published in English and English translations of documents previously available only in Chinese, French or Portuguese. Essential to every library, it will also be required reading for students, teachers, researchers, policy-makers, legal practitioners and government officials in the EU, China, the United States and elsewhere.
Presents and celebrates Action Learning and Action Research (ALAR) through stories, experiences, reflections and specific works of key proponents and participants in ALAR World Congresses. This title argues for the benefits of action research for sustainable development and problem solving in a turbulent world in the 21st century.