Legacies of Empire: From the "Religions of China" to the "Confucian Heritage" Learner

Autor/inn/en	Indelicato, Maria Elena; Pražic, Ivana
Titel	Legacies of Empire: From the "Religions of China" to the "Confucian Heritage" Learner
Quelle	In: Paedagogica Historica: International Journal of the History of Education, 55 (2019) 2, S.277-294 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0030-9230
DOI	10.1080/00309230.2018.1551409
Schlagwörter	Confucianism; Educational History; Asian Culture; Foreign Countries; Foreign Students; Asians; Western Civilization; Foreign Policy; Authoritarianism; International Relations; Rote Learning; Plagiarism; Racial Bias; Cultural Awareness; Barriers; Second Language Learning; Epistemology; China + Suchen Sie Ihr Suchwort? Konfuzianismus; History of education; Bildungsgeschichte; Ausland; Asian; Asiat; Asiatin; Asiaten; Asiate; Außenpolitik; Autoritarismus; Internationale Beziehungen; Mechanisches Lernen; Plagiat; Racial discrimination; Rassismus; Cultural identity; Kulturelle Identität; Zweitsprachenerwerb; Erkenntnistheorie
Abstract	In this article, we delve into the characterisation of international students as "Confucian Heritage" learners. To appreciate the implications of such iterative interpellation, we develop a genealogy of Sinology, which is here approached as the discursive effect of a colonial epistemic division of the world into free and democratic West and civilised and yet authoritarian East. In mapping the deployment of such heuristic in the management of international affairs during and after historical colonialism, we moreover demonstrate how the derivative characterisation of international students as "rote", "dependent", and inherently "prone to plagiarism" learners has been used to explain racism without race -- that is, the epistemic exclusion of international students as a matter caused by factors other than race: lack of socially relevant cultural skills and communication barriers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01