Unlike most studies of modern Chinese education that focus exclusively on the post-1949 era, Education, Culture, and Identity in Twentieth-Century China represents a deliberate attempt to break through the 1949 barrier and embrace the entire century. Culture emerges in this study as a deeper level factor that underlay the development of education in each period and shaped certain recurrent patterns, while identity involves a search for individual and collective meaning that went on under different regimes.
The product of a genuinely multidisciplinary effort to promote cross-fertilization among an international team of scholars in a wide range of disciplines, Education, Culture, and Identity in Twentieth-Century China will interest students and scholars of modern China, comparative and international education, educational policy, and international relations. It will also appeal to policy makers and professionals associated with international organizations.
Glen Peterson is Associate Professor of History, University of British Columbia. Ruth Hayhoe is Director, Hong Kong Institute of Education. Yongling Lu is a graduate student in the History Department, Stanford University.
Publisher: The University of Michigan Press
Number of pages: 504
Weight: 830 g
Dimensions: 235 x 165 x 40 mm