MIXED: Educational Perspectives from Families of Mixed East and West Educational Background

Autor/in	Layman, Eric. W.
Titel	MIXED: Educational Perspectives from Families of Mixed East and West Educational Background
Quelle	In: Global Education Review, 5 (2018) 1, S.52-73 (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2325-663X
Schlagwörter	Educational Background; High Stakes Tests; Standardized Tests; Achievement Tests; Foreign Countries; International Assessment; Secondary School Students; Creativity; Memorization; Rote Learning; STEM Education; Cross Cultural Studies; Creative Development; Western Civilization; Non Western Civilization; Semi Structured Interviews; Collectivism; Individualism; Intelligence; Teaching Methods; Comparative Education; Academic Achievement; Mathematics Skills; Science Process Skills; Hong Kong; China; Singapore; Japan; South Korea; North America; Europe; Australia; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Vorbildung; Standadised tests; Standardisierter Test; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ausland; Sekundarschüler; Kreativität; Gedächtnistraining; Mechanisches Lernen; STEM; Cultural comparison; Kulturvergleich; Individualismus; Intelligenz; Klugheit; Teaching method; Lehrmethode; Unterrichtsmethode; Vergleichende Erziehungswissenschaft; Schulleistung; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Hongkong; Singapur; Korea; Republik; Nordamerika; Europa; Australien
Abstract	Will my children's creativity be hindered if I place them within the rigidity of an East Asian school? Conversely, could my children's math and science skills benefit from the high expectations of an East Asian curriculum and teacher? The purpose of this study is two-fold. Firstly, it aims to demonstrate that comparison between Eastern and Western educational traditions can be framed in terms of a dialectic concerning students' development, autonomy, learning environment, and curricula. Secondly, it is to analyze the substance and effects of this dialectic in the context of 15 families of mixed educational background situated between Eastern and Western educational traditions. These families in Hong Kong have access to educational opportunities for their children in adherence to educational styles associated with either Eastern or Western culture, or a combination of both. This study seeks to illuminate the possible dominance, abandonment, and/or synthesis of cultural background when evaluating schooling options for children in families of mixed educational background. The study finds that these families largely inclined towards educational ideals more associated with Eastern characterizations while their children were at the primary level of education. In stark contrast, they unanimously favored Western propensities in education when their children were in secondary school and beyond. This study concludes that there may be wider ramifications of this model of intercultural compromise beyond the level of the intercultural family, particularly as it relates to broader global and comparative educational discourse surrounding notions of how creativity and innovation may be fostered in culturally defined educational contexts. A bibliography is included. (As Provided).
Anmerkungen	Mercy College New York. 555 Broadway, Dobbs Ferry, NY 10522. Tel: 914-674-7350; Fax: 914-674-7351; Web site: http://ger.mercy.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01