CHALLENGES OF WORLD CLASS SCHOOLING
IN JAPAN AND CHINA Prof. H. Ross Prof. R.Rubinger
E497/F401 OH: TR 10-12/appt. OH TR 3-4/ appt.
Wed 1-3:45, 4204 School of Education haross rubinge
Course Description
This course and study tour are designed to introduce educational challenges and reform in contemporary China and Japan, from a comparative perspective. One of the important themes throughout the semester will be considering similarities and differences between the two educational systems. A brief examination of the culture, geography, and educational legacies in China and Japan, as well as worldwide processes of educational globalization, will set the stage for our exploration of the extraordinary experiences of China and Japan in creating 21st century schools to meet the needs of their changing societies and of global challenges. As we study important cultural and educational issues we will continue to draw explicit comparisons between the educational practices, achievements, and problems of these two great East Asian societies. Throughout the course students will be working on joint presentations and research projects. Final research projects will be completed and presented in Beijing as part of the course’s culminating study tour, a two week trip (May 11-24) to Japan and China that will enable students to visit schools, speak to educators, students, and policy makers, and to observe directly the nature and content of schools in both societies.
Course Goals—to help you:
- appreciate the cultures upon which contemporary educational practice in East Asia is based;
- understand the ways in which China and Japan differ with respect to educational ideology and practice;
- develop a beginning appreciation of how educational systems implement education reforms and how culture influences reform outcomes;
- learn about contemporary lives and concerns of the people of China and Japan;
- interact in a meaningful and culturally appropriate way with students and teachers in Chinese and Japanese schools; and
- gain experience in direct observation of another culture and to learn to put some of this experience into an analytic framework that is communicated to others both orally and in writing.
Required Course Readings
Joseph J. Tobin, David Y.H. Wu, Dana H. Davidson, Preschool in Three Cultures: Japan, China, and the United States (Yale, 1989)
James J. Watson, ed., Golden Arches East: McDonalds in East Asia (Stanford, 1997)
Lonely Planet Guide to Kyoto
Lonely Planet Guide to Beijing
e-reserve readings: http://ereserves.indiana.edu/courseindex.asp
password=eastasianeducation
Course Evaluation: All of the following assignments must be completed to pass the course. Lateness will result in the deduction of points from your grade. (400 points)
1) Take-home midterm examination due March 4. 25% (100 points)
The exam will assess student understanding and application of knowledge from readings, presentations, and discussions through part one of the syllabus.
2) Final project proposal including two stages of proposal writing. 20% (80 points)
The proposed projects (to be done with a partner) will be explicitly comparative and will deal with some aspect of education in China and Japan. A two page description of the project topic, question and preliminary bibliography is due April 1. A 10-page finalized project proposal, including your review of and findings from secondary research, summary of your preliminary conclusions, and proposed questions and methodologies for learning more (and maybe answering some of your remaining questions) “in the field,” is due April 22. A 10-minute presentation of this project to the class will take place on April 29.
3) Final project presentation and field brief 15% (60 points)
A final presentation, in which you integrate what you have learned during the study tour with your research, will be made (in English) at the conclusion of the tour in a seminar format in Beijing, China. The audience for the presentation will be class participants and Chinese graduate students who are fluent in English. The 15 minute presentations will be organized in a 4-hour symposium. A written field brief (15-20 pages of materials) for this presentation, in journal form and including directed field notes, interviews, and summaries, will be submitted by each student in writing prior to the conclusion of the tour.
4) Group presentation on one topic from weeks 7 to 11. 20% (80 points)
We think it is important that students learn to work together, sharing their expertise and interests. Groups of 3-4 students will present a 30 minute presentation on one of the topics from weeks 7 to 11 of the course. In addition to the presentation, your group will be responsible for choosing 2 readings related to the topic for the class to read in advance. The group will also develop a lesson plan for the class session, a powerpoint presentation, and a class handout.
5) Active class participation (including attendance, quizzes, and comportment) 20% (80 points) We take engagement in class discussions seriously. Completion of reading prior to seminar meetings is of paramount importance. Discussions and presentations are central to this course and will be developed around reading materials. Active participation is expected and will be evaluated accordingly. You must enter into discussion. Discussion is both your right and your responsibility. If you must miss a class, let us know in advance. Likewise, because one of our goals in this course is to help students develop greater cross-cultural awareness and sensitivity, our grading policy incorporates how well you engage with each other and with Chinese and Japanese students and teachers in the field. Finally, particular emphasis will be placed on your thoughtful response to others presentations during weeks 7 to 11, as well as evidence of your critical engagement in weekly readings and discussions throughout the semester.
IMPORTANT NOTE: The requirements for the course will all be completed by the end of the tour which will wind up in Beijing, China. Because the study tour will not begin until after Indiana University’s commencement ceremonies, students will be required to take an “Incomplete” in the course until the study tour is completed. Faculty advisors will evaluate the quality of the final projects, read the written field journal submissions, and submit grades once the tour has been completed. Final grades will be submitted by the end of May. Thus, it might be difficult for anyone needing this course for graduation to graduate in May 2009.
Plagiarism is a serious offense. Stealing others’ words or thoughts from the internet or a book and representing those words or thoughts as your own is intellectually sloppy at best and intellectually dishonest at worst. You will fail any assignment in which you plagiarize.
Class schedule
Weeks 1-6 Socio-Cultural Contexts of Education Reform in East Asia
Week 1 Setting Contexts I Golden Arches East (preface, introduction, chapters (1/21) on Beijing, Taipei, Hong Kong, Japan, and afterword)
Week 2 Setting Contexts II Internet maps/geography
(1/28) Geog./Language Lonely Planet guides to Beijing and Kyoto – browse for sections on geography/language Linda Pickle, “Written and Spoken Chinese;”
Fairbank, “History and Geography” (last two on e- reserve )
MAP QUIZ TODAY!
GUEST SPEAKER: Professor Ed Lazzerini, Department of Central Eurasian Studies
MAPS for your reference and to study for today’s quiz:
C:\Users\Haross\AppData\Local\Microsoft\Windows\Temporary Internet Files\Content.Outlook\20RN46RV\china-map.gif
China:
http://maps.google.com/maps?hl=zh-CN&q=map%20of%20china&lr=&um=1&ie=UTF-8&sa=N&tab=wl
Japan:
http://maps.google.com/maps?gbv=2&ndsp=18&hl=zh-CN&q=map%20of%20Japan&ie=UTF-8&sa=N&tab=il
$400 due for study tour TODAY! Make your check out to “Indiana University” and in the memo space write “EASC Undergrad Study Tour”. Also, please remember to check your passport and bring us your name as it appears on your passport. We need to make sure your ticket and passport names match.
Week 3 Traditional East Eno, “Early Chinese Intellectual History”
(2/4) Asian Thought McNeill Introduction to Confucius; Ross-- Chronology; Elman, “Political, Social, and Cultural Reproduction”—highly recommended; Nguyen Phuong-Mai, “Cooperative Learning” recommended; Varley, “Introduction of Buddhism” optional if interested in Buddhism (all readings are on e-reserve)
Week 4 Educational Reform Beauchamp, Japanese Ed since 1945
(2/11) Japan Times “Educational Reform” (see titles at end of syllabus)
Wang, “Education in China Since 1976;”
Wing On Lee, “Ideopolitical Shifts;” Fuquan Huang, “Curriculum Reform;” Xiaolei Qian, “Measuring Regional Inequality…;”
Jun Zhou, “Chinese Govt Documents…”
Cleverly, “The Cultural Revolution”- recommended (all readings on e-reserve)
Week 5 Pre-Schools I Tobin, Pre-School in Three Cultures
(2/18) Chapters 1 (Intro) and 2 (Komatsudani)
Chapter from Catherine Lewis Hearts and Minds (e-reserve)
Week 6 Pre-Schools II Tobin, Pre-School in Three Cultures
(2/25) Chapters 3 (Dong-feng), 4 (St Timothy’s), and 5 (Conclusion)
Reading from Tobin’s new book--TBA
Pick up take home midterm questions today!
Weeks 7-11 Student Reports on Aspects of Contemporary Educational Reform in China and Japan
Week 7 Elementary School Catherine Lewis chapter
(3/4) Postiglione, “Ethnic Segregation…;”
Yong Zhao, “China and the Whole…”
Mid-term answers due today!!
CLASS PRESENTATION GROUP 1
Week 8 Middle School Fukuzawa reading to be announced
(3/11) Tiedao Zhang “Universalizing 9-year Compulsory Education…” (all on e-reserve)
Class visit to Fine Arts Museum (3 pm)
CLASS PRESENTATION GROUP 2
Week 9 High School: readings to be announced
(3/25) Liying Cheng, “Description and Examination”
Hoi K. Suen, “Chronic Consequences…”
View 2 million minutes video
CLASS PRESENTATION GROUP 3
Week 10 High School: readings to be announced
(4/1)
CLASS PRESENTATION GROUP 4
2-page project proposal due
Week 11 Higher Education readings to be announced
(4/8) Futao Huang “Qualitative Enhancement”
Ka-ho Mok: “Globalization…”
CLASS PRESENTATION GROUP 5
Weeks 12-14 Wrap-up and Orientation for Study Tour
Week 12 Taking stock readings to be announced
(4/15)
Week 13 Getting Around I topics to be announced
(4/22) Lonely Planet Guides to Kyoto and Beijing
Final Project Proposal due
Week 14 Getting Around II Lonely Planet Guides
(4/29) QUIZ on getting around
Brief presentations on your projects
STUDY TOUR
May 11 – May 24, 2009
Final presentation and field brief due during study tour
DETAILED LISTINGSOF READINGS FROM JAPAN TIMES ON E-RESERVE
http://ereserves.indiana.edu/courseindex.asp
password=eastasianeducation
JAPAN TIMES/EDUCATIONAL REFORM
“Education White Paper on Individualization”
“Education Law in Need of Revision”
“Teacher Upbeat on Educational Reform”
“Ministry Aims for Science and Math Boost”
“Diet Passes 3 Educational Reform Bills”
“Comfort Education at Expense of Standards”
“New School Curriculum Draws Reaction”
“School Refusers”
“Education Reform Requires Balancing”
“General Education Reform”
“Government Encourages More Local Content”
JAPAN TIMES/ENGLISH LANGUAGE EDUCATION
“Why Taro Can’t Speak English”
“English-Education Reform Gets Watered Down”
JAPAN TIMES/HISTORY TEXTBOOK CONTROVERSY
“Seoul Protests Textbook Justifying War of Aggresion”
“Controversial History Text Under Revision”
“Disputed History Text Approved”
JAPAN TIMES/INTEGRATIVE STUDIES
“Encouraging Kids to Think for Themselves”
“Comprehensive Studies Approach Gaining Foothold”
JAPAN TIMES/PATRIOTISM
“’Kimigayo’ Controversy Leaves Students Indifferent, Confused”
“Flag-Anthem Law No End to Controversy”
“Freedom is Flagging in Japan’s Public-School System”
“Educational Reform in Perspective”
JAPAN TIMES/SCHOOL SELECTION
“’Classroom Collapse’ Prompts Charter School Quest”
“School Selection Comes to Japan at Last”
WE ENCOURAGE YOU, IF YOU ARE ELIGIBLE, TO APPLY FOR FUNDING for your class research through:
International Experiences Program Grants (IEP)
http://www.indiana.edu/~iubhonor/hds/overseas.php
DEADLINE: Friday before Spring Break
What is the IEP?
The IEP's primary goal is to provide funding for high-achieving students seeking educational opportunities abroad. We also seek to inform students about the benefits of an international experience and about specific program opportunities abroad. If looking for information on an experience right for you, visit our Options page and our more! page for stories, blogs and information from past and current students. Please note that we do not sponsor any specific overseas programs, projects, or internships.
In addition to offering grant support to students studying abroad, one of our major objectives is to encourage past IEP grantees to serve as ambassadors for study abroad to help IUB undergraduates gain broader international perspectives. For most questions about study abroad, the ideal source of information is other students who have recently been through the experience. For this reason, we keep a library of student essays at the Hutton Honors College, as well as an on-line collection of student blogs and photos.
Who is eligible for funding?
IEP grants are made on a competitive basis. Any IU-Bloomington student with a minimum 3.3 cumulative GPA or minimum 3.7 GPA in the major may apply for this award. There is a preference for Hutton Honors College students and Hudson & Holland Scholars, and for students studying abroad for a semester or a year. All IEP awards are made to individual students on the basis of merit, with IEP awards ranging from $600 to $2500 (based on GPA, essay, strength of recommendation, destination, and duration of overseas program). In every case, student proposals must satisfy university standards and must include IU faculty endorsement.