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Abstract:
This chapter draws on a larger study of Chinese newcomer families in Canada to understand lingusitically and culturally diverse school life while studying the cultural tensions and communications in the processes of cultural adaptation by new immigrants. The Chinese family stories show that communication and understanding can be achieved and enhanced through mutual learning and adaptation. Educational researchers and school practitioners can gain insights from the generational family narratives in cultivating 'we-consciousness' in diversity, a vision intended to embrace linguistically and culturally diverse school life in narrative unity through Confucian continuity of being and Deweyian continuity of knowing.
To link to this article:
https://books.google.ca/books?hl=en&lr=&id=9m-sAgAAQBAJ&oi=fnd&pg=PA224&dq=Bridging+the+East+and+West+Dichotomy:+Harmonising+Eastern+Learning+with+Western+Knowledge&ots=qLeDOyzNMG&sig=XPXDEbr0SaZR6VwYQhUXs_glRGA&redir_esc=y#v=onepage&q=Bridging%20the%20East%20and%20West%20Dichotomy%3A%20Harmonising%20Eastern%20Learning%20with%20Western%20Knowledge&f=false
To cite this article:
XU, S. (2013). Bridging the East and West dichotomy: Harmonising Eastern learning with Western knowledge. In Ryan, J. (Eds.), Education Reform in China (pp. 228-246). Routledge.
Abstract:
The Teacher Education Reciprocal Learning Program (RLP) is a collaborative initiative between the University of Windsor (UW), Canada, Southwest University (SWU), China, in partnership with Greater Essex County District School Board and Chinese schools associated with SWU. The program, founded in 2010 through SWU Teacher Education fund and UW Strategic Priority Fund with in-kind contributions from Greater Essex County District School Board, is designed to provide an exceptional experience with international engagement, to broaden teacher candidates’ horizons for a society of increasing diversity, to foster international collaboration among faculty members who are interested in cross-cultural studies and multicultural education, and to enhance the international reputation of the University of Windsor (Xu, 2011a). The RLP is one of the foundational programs which provide research contexts and settings for the Social Sciences and Humanities Research Council (SSHRC) Partnership Grant Project entitled “Reciprocal Learning in Teacher Education and School Education between Canada and China” (Xu & Connelly, 2013-2020).
To link to this article: https://doi.org/10.22329/jtl.v13i1.5987
To cite this article:
Xu, S. (2019). Broadening teacher Candidates’ horizons: An introduction to the teacher education reciprocal learning program. Journal of Teaching and Learning, 13(1), 1-6.
Abstract:
The 24 Nature Notes project was part of the China-Canada Reciprocal Learning Program. Two sister schools participated in the project. Following the same set of dates, students from both schools conducted outdoor observations and collected data. Skype meetings were arranged to exchange ideas and share student work. This study aims to understand the impact of the project on Canadian and Chinese teachers and students, what they learned from each other, and what challenges they faced. Data was collected through observation notes, meeting minutes, student work, and interviews with both Chinese and Canadian teachers and students. Data analysis revealed that the project was a positive opportunity for participants from both countries to gain cross-cultural understanding. The Canadian students enjoyed the freedom in topic selection and presentation formats. They particularly liked the life lessons that the Chinese students shared through their work. The Canadian teachers also valued the idea as it allows students to reflect their observations from a different context. The Chinese teachers and students appreciated the Canadian students’ creativity. They gained inspiration from Canadian teachers and students and as a return their project work became more creative.
To link to this article: https://doi.org/10.22329/jtl.v13i1.5988
To cite this article:
Zhou, G., Ho, S. W. Y., Li, Y., Luo, M., Freedman, H., & Luo, J. (2019). Reciprocal learning between Canadian and Chinese schools through the 24 nature notes project. Journal of Teaching and Learning, 13(1), 7-24.
Abstract:
Cross-cultural experience plays a very important role to the growth of pre-service teachers. This narrative study explored Canadian pre-service teachers’ Chinese language learning and their cross-cultural experiences in China related to participating in a three-month international program between a university in Canada and a university in China. This study focuses on four participants’ Chinese foreign language learning and how their Chinese learning influenced their cross-cultural learning when being immersed in a Chinese language environment. The findings show that the pre-service teachers not only developed a basic level of oral language proficiency, but also developed a higher language tolerance for the learners who are non-native speakers of English. In addition, through learning Chinese, the pre-service teachers learned more about Chinese culture and developed an appreciation of different cultures which helped them develop better perceptions and attitudes toward multicultural education in Canada.
To link to this article: https://doi.org/10.22329/jtl.v13i1.5991
To cite this article:
Deng, Y. (2019). A narrative inquiry of the influence of Canadian pre-service teachers’ Chinese language learning on cross-cultural learning through reciprocal learning. Journal of Teaching and Learning, 13(1), 25-44.
Abstract:
This project is contextualized in Shijing Xu and Michael Connelly’s (2013-2020) SSHRC Partnership Grant Project, Canada-China Reciprocal Learning in Teacher Education and School Education. The goal of the SSHRC Partnership Grant Project is to compare Canadian and Chinese education in such a way that the cultural narratives of each provide frameworks for understanding and appreciating educational similarities and differences (Xu & Connelly, 2017). The overall goal centers on reciprocal learning in teacher education between Canada and China. Xu and Connelly (2017) emphasize research that focuses on centering the voices of teachers in both Canada and China. This work seeks to help the project by providing data about China’s politics curriculum to create a better understanding of China’s education system, and to gain some insight into the hopes and dreams of Chinese politics teachers.
To link to this article: https://doi.org/10.22329/jtl.v13i1.5990
To cite this article:
Miller, P. (2019). How middle school curriculum in Chongqing portrays Chinese socialism. Journal of Teaching and Learning, 13(1), 45-58.
Abstract:
This paper addresses the student support systems available in Chinese schools, with reference to those available in Canadian schools, in order to understand the most effective foundations for academic success and student motivation. The focus of educational support within Chinese and Ontario schools is rooted around times of high-stress exams, such as the Senior High School Entrance Exam (Zhongkao, 中考) and the National Higher Education Entrance Exam (Gaokao, 高考) in China, and the Education Quality and Accountability Office (EQAO) Literacy Exam and the Canadian Achievement Tests (CAT) in Ontario. I explore the available means through which schools provide guidance and additional support for students throughout the grades leading up to major examinations. This inquiry involves observation of various Chinese classrooms, research of literature examining stress levels and academic success, and observations of school programs and guidance facilities within the schools and communities.
To link to this article: https://doi.org/10.22329/jtl.v13i1.5992
To cite this article:
Stropkovics, K. L. (2019). Reciprocal learning: Academic supports in middle and secondary schools. Journal of Teaching and Learning, 13(1), 59-69.
Abstract:
The Preservice Teacher Education Reciprocal Learning Programme has been developed on a vision of bridging the East and West dichotomy by harmonising Eastern learning with Western knowledge. This programme is one of the two foundations for Xu and Connelly’s 7-year Canada-China Reciprocal Learning Partnership in teacher education and school education in 2013-2020. The Programme, ‘provide[s] an exceptional cross-cultural experience with international engagement . . . to broaden teacher candidates’ horizons for a society of increasing diversity in today’s globalized world’. This article’s purposes are to discuss how reciprocal learning is both a concept and an approach for international and cross-cultural teacher education and school education and to present the learning outcomes and educational significance of the East-West reciprocal learning programme in teacher education. The Programme has created opportunities for both pre-service and in-service teachers to understand and appreciate a culture and educational system different from their own, thereby reciprocally contributing to educational opportunities for those they teach. The research theory and method utilised in this work are found in a companion paper in this special series and are briefly discussed below in the project overview and later in a discussion of student outcomes. This work has implications for other school settings where increasing immigrant student population and cultural diversity have become the norm.
To link to this article: https://doi.org/10.1080/13540602.2019.1659766
To cite this article:
Xu, S. (2019). Reciprocal learning in teacher education between Canada and China, Teachers and Teaching. doi: 10.1080/13540602.2019.1659766
Abstract:
In this study, the researchers go beyond the back-and-forth debates on the East-West educational paradigms that often arise from comparative studies, and take a reciprocal learning approach to explore the commonalities and differences in mathematics education between two Canadian and Chinese elementary schools. Research data were collected through direct and indirect interactions between the pair of research schools, including Skype meetings; formal and informal conversations with teachers and administrators; and the sharing/exchange of documents, texts, teaching materials, and resources. Results show that there is a common emphasis on some thematic issues in the teaching and learning of mathematics including the use of manipulatives, multiple solutions to mathematical problems, and parental involvement, but also some differences between the two schools in teachers' strategies for teaching problem solving, students' learning tendencies and schools' supports for special needs students. The researchers conclude that the dichotomies of the East-West educational paradigms need to be further and more deeply re-examined.
To link to this article: https://ir.lib.uwo.ca/cie-eci/vol47/iss1/4/
To cite this article:
Peng, A., Ezeife, A. N., & Yu, B. (2018). Reciprocal learning in mathematics education: An interactive study between two Canadian and Chinese elementary schools. Comparative and International Education/Éducation Comparée et Internationale, 47(1), 4.
To link to this article: https://doi.org/10.1080/13540602.2019.1679997
To cite this article:
Craig, C & Lee, J. C. K., (2019). Editorial: Reciprocity, partnerships and learning. Teachers and Teaching, 25:6, 623-626. DOI: 10.1080/13540602.2019.1679997