Equity in education: a children’s rights perspective on teacher education

Laura Lundy; Alison MacKenzie

doi:10.1007/978-981-13-1179-6351-1

Equity in education: a children’s rights perspective on teacher education

Laura Lundy
, Alison MacKenzie

Queens University Belfast

Research output: Chapter in Book/Report/Conference proceedings › Chapter › peer-review

Abstract

Overall, there are four brief stages of teaching comparative education in China: 1) Saving the nation from subjugation by translating cutting-edge western economic, political and educational books (1894-1911); 2) Enlightening the mass by importing western educational philosophies and educational systems, especially science and democracy (1912-1949); 3) Emulating and importing Russian educational ideology and presentative pedagogies in accord with the dominant Marxism-Leninism then practiced in China (1949-1978); 4) Opening up to international leading educational ideas in the service of the Chinese Reform and Opening Up initiative (1978-2001); 5) Abandoning mechanical, one-sided westernization and cultivating national/local consciousness in response to new problems in the contemporary Chinese society (2001-present).

Original language	English
Title of host publication	Encyclopedia of teacher education
Editors	Michael A. Peters
Publisher	Springer Meteor
ISBN (Print)	9789811311796
DOIs	https://doi.org/10.1007/978-981-13-1179-6351-1
Publication status	Published - 5 Jul 2019
Externally published	Yes

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

SDG 4 Quality Education
SDG 10 Reduced Inequalities

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10.1007/978-981-13-1179-6351-1

Cite this

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Equity in education: a children’s rights perspective on teacher education

Abstract

UN SDGs

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