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The Changing Role of Schools in Asian Societies : Schools for the Knowledge Society. アジア社会における学校の変わりつつある役割 －知識社会のための学校－
・ISBN 978-0-415-41200-1 2008 hard GB£ 171.99
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・ISBN 978-0-415-58688-7 2010 paper GB£ 49.99
￥15,836.- (税込) ※（※）価格はご注文時の参考価格となります。
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版元の原価改定、外国為替の変動等により異なる場合がございますので、予めご了承下さい。
電子版あり 大学・学術機関向け電子ブック（eBook）ISBN 978-0-203-93759-4
| 著者・編者 | Kennedy, Kerry J. / Lee, John Chi-Kin, |
|---|---|
| 出版社 | (Routledge, UK) |
| ページ数 | 240 pp. |
| 言語 | ENG |
| ニュース番号 | ＜549-1613＞ |
解説
Walk into a classroom in Tokyo, New York, London or Rotterdam, and the similarities in structure, activity, purpose and style will outweigh differences in language, dress and ethnic characteristics. Learning is regulated and rationed, teaching is a process or one-way transmission of knowledge, students need to be docile and conformist, assessment needs to sift and sort the bright from the not-so-bright, and rewards will be given to those who successfully negotiate this regime. But are these the kinds of places that can meet the needs of the 'net generation'?
The Changing Role of Schools in Asian Societies
is concerned with the debate about the nature of modern schooling in Asia. Traditionally schools are historical constructions reflecting the social, economic and political needs of the societies that invest in them. As Asia faces the challenges posed by the 'knowledge economy', its schools have taken on a new and quite different importance. This informative book outlines the broad policy contexts in which these transformations are taking place and the practical strategies that are needed to meet this objective.The authors argue that the future of Asian societies depends on a transformation that requires a fundamental restructuring of schools as we know them while maintaining their long-held cultural values. This valuable insight:
- provides an overview of educational issues in Asian societies
- establishes a broad theoretical framework in which these issues can be understood
- contextualizes issues by providing country case studies
- acknowledges the important role of culture influencing educational priorities.
It should be of interest to all those working in education policy and comparative education.