Education for Sustainable Development in Ethnic Autonomous Areas of China
A Comparison of Two Curriculum Initiatives and Their Educational Implications
Bibliographic Data
| ID | 15531102 |
|---|---|
| Authors | Yishin Khoo (0000-0002-1306-9627, University of Toronto, corresponding author) |
| Year | 2015 |
| Volume | 10 |
| Issue | 2 |
| Pages | 201-225 |
| Publication date | 2015-06-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Frontiers of Education in China (JOURNAL) |
| Journal identifiers | ISSN: 1673-341X • E-ISSN: 1673-3533 |
| Publisher | Springer Science+Business Media (PUBLISHER • DE) |
| DOI | 10.1007/bf03397063 |
| OpenAlex | W4240116367 |
| Language | EN |
| Citations received | 2 |
| References cited | 14 |
Anthropocentrism · China · Curriculum · Curriculum development · Curriculum theory · Education for sustainable development · Engineering ethics · Ethnic group · Pedagogy · Political science · Sociology · Sustainable development · Engineering · Environmental Education and Sustainability · Global Education and Multiculturalism · Service-Learning and Community Engagement
Teachers’ emotions and professional identity in curriculum reform
Cultural Diversity and Integrated Multicultural Education
Curriculum reform in China
Basic Education Curriculum Reform in Rural China
Education for Sustainability as a Frame of Mind
Western and Chinese development discourses
Interpretation as Adaptation
Curriculum reform and ‘Quality Education’ in China
| Unique citing works | 2 |
|---|---|
| Citations per year | 0,67 |
| Citation span | 2023 - 2025 (3) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 2 |