A Comparison between Pedagogical Approaches in UK and China
Keywords:higher education, international student, mobility, teacher/learned-centered pedagogy
With globalization increasingly define the world, international students are undertaking an important agentic role in terms of communicating different cultures. Therefore, their experiences are significant in revealing the pedagogic practices between different country settings. This article attempts to compare pedagogic practices between the UK and China by examining their cultural origins and the potential connections with pedagogical assumptions, placing on a spectrum of teacher/learner-centered pedagogy. Combining with the perspective of Chinese international students who have been studying in the UK, it captures the lived experiences of the actual classroom differences experienced by these students. It concludes with each pedagogy has its benefits and drawbacks respectively, and has its cultural fits, therefore, it is not possible for one particular educational system to completely 'borrow' pedagogic practice.
Alexander, R. (2001). Culture and pedagogy: International comparisons in primary education. Blackwell.
Biesta, G. (2009). Good education in an age of measurement: On the need to reconnect with the question of purpose in education. Educational Assessment, Evaluation and Accountability, 21(1), 33-46. https://doi.org/10.1007/s11092-008-9064-9
Burbules, N. & Berk, R. (1999). Critical thinking and critical pedagogy: Relations, differences, and limits. In T. Popkewitz & L. Fendler (Eds.), Critical theories in education: Changing terrains of knowledge and politics (pp.45-65). Routledge.
Cambridge Assessment. (2018). Cambridge international AS and A level thinking skills (9694). http://www.cambridgeinternational.org/programmes-and-qualifications/cambridge-international-as-and-a-level-thinking-skills-9694/
China Power Team. (2017). Is China both a source and hub for international students? https://chinapower.csis.org/china-international-students/
Cortazzi, M. & Jin, L. (1997). Communication for learning in different cultures. In R. Harris & D. McNamara (Eds.), Overseas students in higher education: Issues in teaching and learning (pp.76-90). Routledge,
Freire, P. (1993). Pedagogy of the oppressed. Continuum.
Gu, Q. & Schweisfurth, M. (2006). Who adapts? Beyond cultural models of ‘the’ Chinese learner. Language, Culture and Curriculum, 19(1), 74-89. https://doi.org/10.1080/07908310608668755
Harvard International Office. (2017). Adjusting to a new culture. http://www.hio.harvard.edu/adjusting-new-culture
Hofstede, G. (2003). Culture's consequences: Comparing values, behaviors, institutions and organizations across nations (2nd ed.). Sage Publications.
Hu, B. & West, A. (2014). Exam-oriented education and implementation of education policy for migrant children in urban China. Educational Studies, 41(3), 249-267. http://dx.doi.org/10.1080/03055698.2014.977780
Hu, G. (2002). Potential cultural resistance to pedagogical imports: The case of communicative language teaching in China. Language, Culture and Curriculum, 15(2),93-105. https://doi.org/10.1080/07908310208666636
Hussey, T. & Smith, P. (2003). The uses of learning outcomes. Teaching in Higher Education, 8(3), 357-368. http://dx.doi.org/10.1080/13562510309399
Jin, L. & Cortazzi, M. (2006). Changing practices in Chinese cultures of learning. Language, Culture and Curriculum, 19(1), 5-20. https://doi.org/10.1080/07908310608668751
Lee, W. (1996). The cultural context for Chinese learners: Conceptions of learning in the Confucian tradition. In D. Watkins & J. Biggs (Eds.), The Chinese learner: Cultural, psychological and contextual influences (pp.25-41). CERC and ACER.
Li, J. (2002). A cultural model of learning: Chinese “heart and mind for wanting to learn”. Journal of Cross-Cultural Psychology, 33(3), 248-269.
Matthews, D. (2015, September 9). News blog: What it is like to study in a Chinese university. Times Higher Education. https://www.timeshighereducation.com/blog/news-blog-what-it-study-chinese-university
McPeck, J. (2017). Critical thinking and education. Routledge.
Ministry of Education of the People’s Republic of China (MoE). Number of students in higher education institutions. http://en.moe.gov.cn/Resources/Statistics/edu_stat_2015/2015_en01/201610/t20161011_284371.html
MoE. (2017). Number of students in higher education institutions. http://en.moe.gov.cn/Resources/Statistics/edu_stat_2016/2016_en01/201708/t20170822_311603.html
Moneton, A. (2017, January 28). Adapting to a Chinese-style education. GU Office for Global Education: Student Blog. https://blogs.commons.georgetown.edu/studyabroad/2017/01/28/adapting-to-a-chinese-style-education/
Schweisfurth, M. (2013). Learner-centered education in international perspective: Whose pedagogy for whose development? Routledge.
Turner, Y. (2006). Chinese students in a UK business school: Hearing the student voice in reflective teaching and learning practice. Higher Education Quarterly, 60(1), 27-51. https://doi.org/10.1111/j.1468-2273.2006.00306.x
Paul, R. & Binker, A. (1990). Critical thinking: What every person needs to survive in a rapidly changing world. Center for Critical Thinking and Moral Critique.
UK Council for International Student Affairs. (2018). International student statistics: UK higher education. https://www.ukcisa.org.uk/Research-- Policy/Statistics/International-student-statistics-UK-higher-education
Zhang, H. & Wang, X. (2014). Equity issues in China’s college entrance examination policy: The perspective of the province-based enrolment quota allocation policy. In H. Zhang, P. Chan & C. Boyle (Eds.), Equality in education: Fairness and inclusion (pp. 79-93). Sense Publishers.
How to Cite
Copyright (c) 2021 Journal of Comparative & International Higher Education
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
The findings, interpretations, conclusions, and views expressed in Journal of Comparative and International Higher Education (JCIHE) are entirely those of the authors and should not be attributed in any manner to CIES, HESIG, or the sponsoring universities of the Editorial Staff. These works are licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 4.0 License. Readers are free to copy, display, and distribute articles that appear in JCIHE as long as the work is attributed to the author(s) and JCIHE, it is distributed for non-commercial purposes only, and no alteration or transformation is made in the work. All other uses must be approved by the author(s) or JCIHE. By submitting a manuscript, authors agree to transfer without charge the following rights to JCIHE upon acceptance of the manuscript: first worldwide serial publication rights and the right for JCIHE to grant permissions as its editors judge appropriate for the redistribution of the article, its abstract, and metadata associated with the article in professional indexing and reference services.