Abstract
This chapter focuses on school identity approaches from inward and outward perspectives. From the outward perspective, there is the notion of how China-Canada sister schools understand and locate themselves in relationships with local government, society and people. From the inward perspective, there is the question of how China-Canada sister schools’ principals, teachers, students and parents address the questions “Who does a school belong to?” and “What is the school’s mission in society?” and “What is the relationship between the school and the individual?”
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Notes
- 1.
Note: The Ministry of Ecology and Environment of the People’s Republic of China recognizes schools with outstanding performance in campus landscaping, environmental education, environmental protection practices and so on.
References
Boyer, E. L. (1995). The Basic School: A Community for Learning. Princeton, NJ: Carnegie Foundation for the Advancement of Teaching.
Bruner, J. (1996). Culture and Education. Cambridge: Harvard University Press.
BSS. (2014). Toronto District School: Model Schools for Inner Cities. Accessed 22 July 2019.
Chu, H. (2014). Jiaoyu Zhili: Yi Gongzhi Qiu Shanzhi 教育治理: 以共治求善治 (Education Governance: Seeking Good Governance by Co-governance). Education Research, 35(10), 4–11.
Clandinin, D. J., & Connelly, F. M. (1992). Teacher as Curriculum Maker. In P. Jackson (Ed.), Handbook of Curriculum (pp. 363–461). New York, NY: Macmillan.
Craig, C. J., & Ross, V. (2008). Cultivating Teachers as Curriculum Makers. In F. M. Connelly (Ed.), Sage Handbook of Curriculum and Instruction. Thousand Oaks, CA: Sage.
Fang, T. (2006). Cujin Xuexiao Neihan Fazhan: Zhongguo Jiaoyuxuehui Di 18 ci Xueshu Nianhui Zongshu 促进学校内涵发展—中国教育学会第18次学术年会综述 (Promoting Connotation Development in Schools—A Summary of the 18th Annual Meeting of the Chinese Society of Educational). Journal of the Chinese Society of Education, 3, 77–78.
Faure, E. (1972). Learning to Be: The World of Education Today and Tomorrow. Paris: Unesco.
Huang, D. (2019). Kua Yujing de “Zizhi” Gainian: Xifang-Riben-Zhongguo 跨语境的“自治”概念——西方·日本·中国 (The Concept of “Autonomy” across Contexts: The Western World - Japan - China). Jianghai Academic Journal, 1, 191–202.
Khoo, Y. (2017). Regenerating Narrative Inquiry for Teacher Growth on a Toronto-Shanghai Sister School Partnership Landscape. Frontiers of Education in China, 12(2), 180–199. https://doi.org/10.1007/s11516-017-0015-4.
Khoo, Y. (2018). River Flowing and Fire Burning: A Narrative Inquiry into a Teacher’s Experience of Learning to Educate for Citizenship—from the Local to the Global—Through a Shifting Canada-China Inter-school Reciprocal Professional Learning Landscape. University Toronto.
Liang, S. (1990). The Complete Works of Liang Shuming (The Complete Works of Liang Shuming). Jinan: Shandong People’s Press.
Liang, S. (2006). Xiangcun Jianshe Lilun 乡村建设理论 (Rural Construction Theory). Shanghai Shanghai People’s Press.
Oakes, J., & Lipton, M. (1999). Jiaoxue yu Shehui Biange 教学与社会变革 (Teaching to Change the World) (L. Cheng & J. F. et al., Trans). Shanghai: East China Normal University Press.
Smith, M. S., & O’Day, J. (1991). Putting the Pieces Together: Systemic School Reform (CPRE Policy Briefs) (p. 13). New Brunswick, NJ: Consortium for Policy Research in Education.
Wang, L. (2016). Cunluo Wenhua de Chuancheng yu Xiangcun Xuexiao de Shiming 村落文化的传承与乡村学校的使命 (The Inheritance of Village Culture and the Mission of Rural School). Journal of Education Science of Hunan Normal University, 15(6), 26–32.
Ye, L. (2006). “Xinjichu Jiaoyu” Lun: Guanyu Dangdai Zhongguo Xuexiao Biange de Tanjiu Yu Renshi “新基础教育”论—关于当代中国学校变革的探究与认识 (“New Basic Education” Theory: Exploration and Understanding on Contemporary Chinese School Reform). Beijing: Educational Science Publishing House.
Ye, L. (2019). “Xin Jichu Jiaoyu” Neishnegli Jiedu “新基础教育”内生力的深度解读 (An In-depth Reading of the Endogenous Power of the “New Basic Education”). In Biange zhong Shengcheng: Yelan Jiaoyu Baogaoji 变革中生成: 叶澜教育报告集 (Generated Through Change: Ye Lan Education Report Collection) (pp. 234–247). Beijing: China Renmin University Press.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2021 The Author(s), under exclusive license to Springer Nature Switzerland AG
About this chapter
Cite this chapter
Bu, Y. (2021). Faith and Action. In: Bu, Y. (eds) Narrative Inquiry into Reciprocal Learning Between Canada-China Sister Schools. Intercultural Reciprocal Learning in Chinese and Western Education. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-61085-2_9
Download citation
DOI: https://doi.org/10.1007/978-3-030-61085-2_9
Published:
Publisher Name: Palgrave Macmillan, Cham
Print ISBN: 978-3-030-61084-5
Online ISBN: 978-3-030-61085-2
eBook Packages: EducationEducation (R0)