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Descriptors:
Foreign Countries; Educational Policy; Policy Analysis; Policy Formation; Educational Change; International Education; Politics of Education; Comparative Education; International Relations; Gender Issues; Public Sector; Private Sector; Partnerships in Education; Private Schools; Higher Education; Foreign Culture; Foreign Policy; Adult Basic Education; Elementary Secondary Education; Adult Literacy; Educational Experiments; Medical Schools

Abstract:
This book brings together academics and postgraduate students, practitioners and Ministry officials all of whom are wedded to developing an understanding of what is happening to education in the broader Middle East. They cover many countries whilst recognising that many more could have been included. In drawing attention to education in Pakistan, Palestine, Oman, Turkey and Qatar they indicate the wide range of education "policy borrowing" and, most importantly, the effects of this exchange. The contributors know that the countries of the broader Middle East are not alone in having purchased glitzy, glossy and tantalisingly wonderful educational reforms, only to find how quickly they became outdated. In other words, they became a "baroque arsenal" of educational goods, services and models of practice which, having been discussed, designed and generated many years before in countries elsewhere, have then been sold and delivered to the unsuspecting countries of the broader Middle East. It is argued that many of the countries of the region did not suspect that their purchases were, more frequently than not, the "off-loading" of failed educational experiments in countries of "the centre." This book discusses what this means not only for educational reform projects but also for the impact upon regional political stability. The two final chapters discuss the underlying key concerns of gender and of cross-border education. This book contains the following: (1) Education Policy Transfers--Borrowing and Lending Education Policy: A conceptual expedition into baroque arsenals (Gari Donn & Yahya Al Manthri); (2) Education Policy Borrowing in Pakistan: public-private partnerships (Sajid Ali); (3) The Politics of Foreign Aid and Policy Borrowing in Palestine (Mohammed Alrozzi); (4) Qatar's Independent Schools: education for a new (or bygone?) era (Brooke Barnowe-Meyer); (5) Higher Education in Qatar: does a US medical school break the baroque arsenal? (Tanya Kane); (6) The School Education System in the Sultanate of Oman (Sana Al Balushi & David Griffiths); (7) International Influences on Adult Literacy and Basic Education in Turkey (Ozlem Yazlik); (8) Gender and Education in the Arabian Gulf States (Salha Abdullah Issan); and (9) Crossborder Education in the Gulf Countries: changes and challenges (Jane Knight). Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Criticism; Mandarin Chinese; Confucianism; Cultural Centers; Language Maintenance; Cultural Maintenance; Cultural Influences; Influences; Economic Factors; Educational Indicators; Foreign Culture; Foreign Policy; Political Power; Human Capital; Ideology; International Relations; International Educational Exchange; Policy Analysis; Educational Sociology

Abstract:
This paper presents a critical analysis of the transnational interplay of cultural, educational and economic forces that culminated with the establishment of a Chinese language and cultural centre in Peru, the Confucius Institute. Confucius Institutes are government-sponsored cultural centres devoted mainly to Chinese language education around the world. They have been referred to as examples of China's soft power and subjected to criticisms. With a substantive theory of power as the departure point, this article analyses the power relations surrounding the case of Confucius Institutes in Latin America. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Science Education; Culturally Relevant Education; Global Approach; Indigenous Knowledge; Foreign Countries; Science Education History; Educational History; Educational Practices; Foreign Culture; Science Process Skills; Performance Factors; Educational Development; Integrated Curriculum

Abstract:
This paper is a study of historical foundations of science education in Igboland, its nature and scope as well as the challenges facing its integration into the 21st century school system in a globalized world. The authors found that there were many scientific activities in Igbo culture, but many problems hinder their integration into the basic needs of modern society. For instance, imposing the needs of a globalized world of the 21st century on modernized African (Igbo) science is like imposing industrial chemistry on non-industrialized society. Implications of the findings were discussed in this paper. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Child Development; Nursery Rhymes; Educational Principles; Behavioral Objectives; Educational Objectives; Educational Practices; Movement Education; Aptitude Treatment Interaction; Teaching Methods; Foreign Culture; Adoption (Ideas)

Abstract:
Throughout the world, young children are introduced to some form of nursery rhymes. In Japan, the first type of rhyme a child encounters is called "warabeuta"--songs created through play. The English translation fails to accurately capture the degree to which "warabeuta" include body movement, touch, and interaction with other singers. A unique aspect of "warabeuta" is that they are not merely sung to children; the caretaker physically touches and moves the child, emphasizing "skinship," or physical/emotional bonding. Japanese caretakers consider "warabeuta" critical for child development, as they help establish the environment for healthy growth, like "preparing the ground for a growing plant" (Yamada, 2010, personal communication). Based on the reviews of existing literature, a few personal communications with local professionals, and their own observations, the authors propose that "warabeuta" addresses five goals that are considered vital in Japanese child development: (1) Securing "Skinship"; (2) Encouraging Gradual, Natural Development; (3) Emphasizing Physical Movement; (4) Achieving a Sense of Oneness and Harmony With Others; and (5) Understanding Notions of Past, Present, Future, and the Unknown. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Christianity; Rural Areas; Ethnic Groups; Minority Groups; Rural Education; Educational Attainment; Coping; Social Change; Cultural Context; Academic Achievement; Foreign Culture; Cultural Education; Minority Group Students; Religious Factors

Abstract:
Shimenkan is a remote and mountainous village in Weining county, Guizhou province, an area traditionally populated by Miao ethnic minority. The arrival of Christian missionaries just over 100 years ago began Shimenkan's transformation from an illiterate school-less place, to a "revered site of Miao education." Today, Shimenkan has returned to being the worst performing part of Weining county in terms of educational attainment. By investigating and analyzing the impact of Christianity on Miao school education and community education, this paper will discuss how Miao students are coping with cultural aspects of education and community amidst social change, and the impact of the cultural context on their academic achievement. Where foreign culture meets local demands, little resistance to cultural education exists. In such circumstances, outside culture is likely to be accepted in the community, and may generate positive outcomes. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Dance; Dance Education; Learning Experience; Folk Culture; Traditionalism; Cultural Maintenance; Foreign Culture; Educational Practices; Movement Education; Acculturation; Curriculum Design; Japanese American Culture; Cultural Education

Abstract:
Many folk dances reflect the everyday activities of the people, celebrating the commonplace through physical forms of expression. The traditional Japanese folk dance, Tanko Bushi, is still performed in Japan and among Japanese-Americans today, and its theme of coal mining makes it relatable to many cultures around the world. With its traditional background and universal theme, Tanko Bushi can be used as an important teaching tool to exemplify aspects of traditional folk dance, to explain the customs of other cultures, and to illustrate similarities among people from different countries around the world. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Textbooks; Foreign Culture; Foreign Countries; English (Second Language); Second Language Learning; Second Language Instruction; Case Studies; Content Analysis; Classification

Abstract:
A case study of the foreign cultures represented in two English language textbooks used by Hong Kong secondary schools was conducted. Its aim was to investigate whether the representation of foreign cultures in these textbooks reflected the status of English as an international language. In order to do this, references to foreign cultures were categorized into four aspects: products, practices, perspectives, and persons. It was found overall that the representation favoured the cultures of English-speaking countries, while the cultures of Africa were under-represented. The selection of English language textbooks and the implications for redressing the imbalance in cultural content are discussed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Culture; Linguistics; Second Language Learning; Ideology; Foreign Countries; Comparative Analysis; Interviews; Beliefs; Cross Cultural Studies; Cultural Awareness

Abstract:
We report on international research that compares linguistic ecosystems, that is, socially constructed public attitudes and ideologies concerned with foreign-language (FL) learning, in Canada and Japan. Analyzing responses to three interview questions from 125 interviews with five categories of respondent in each country, we suggest that there are a number of key differences between the linguistic ecosystems of the two countries, most notably that whereas Canada appears to promote the learning of foreign culture with little support for FL learning, Japan appears to promote FL learning without the learning of foreign culture. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Undergraduate Students; Student Attitudes; Foreign Culture; Foreign Countries; Language Aptitude; Misconceptions; Foreign Students; Qualitative Research; Interviews; Exchange Programs; Friendship; Language Proficiency; Fear; Islam; Developing Nations; Intervention; Coping

Abstract:
This paper presents findings from 11 in-depth interviews with Turkish undergraduate students, who were, by the time of data collection, about to spend a semester at a European university under the Erasmus exchange scheme. The students all agreed to be interviewed about their feelings about studying in a foreign culture, and were found to be anxious prior to departure about the quality of accommodation in the new destination, their language ability and the opportunity to form friendships. Fears were expressed about possible misconceptions over Turkey as a Muslim and a developing country. Suggestions are made for HEI interventions to allay student travellers' concerns. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Students; Academic Aspiration; North American English; English (Second Language); Language Proficiency; College Preparation; Transitional Programs; English for Academic Purposes; First Year Seminars; School Orientation; Foreign Culture; Program Descriptions; Cultural Awareness

Abstract:
To be successful in navigating the waters of American higher education, international students need to demonstrate proficiency in the English language and an understanding of the educational expectations of American academia. Unlike Americans who apply to a US university, international students must demonstrate that they understand enough English to take a class at a university without much difficulty. Many universities require a language proficiency examination such as the Test of English as a Foreign Language (TOEFL[TM]). Although preparing for such a test can be done in the student's home country, many international students choose to prepare by attending an English as a Second Language (ESL) program in the United States prior to gaining admittance into an American undergraduate or graduate program. By doing this, international students have the chance of improving their level of English while experiencing American life. The American English and Culture Program (AECP) is an intensive ESL program based at the Tempe campus of Arizona State University (ASU). AECP is a non-degree, non-credit program that prepares international students to meet the language requirement for acceptance into ASU or other American universities. It provides the opportunity for international students to become fully prepared for academic study at the university level, while building on their experiences of American as well as global community, communication, connection, and cooperation. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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