Philosophical Introspection on Educational and Cultural Inheritance in Strategy Formulation of Overseas Chinese Schools in the Post-Pandemic Era
Bibliographic Data
| ID | 4320028 |
|---|---|
| Authors | Zhiling Yang (0000-0002-0521-2681, Wenzhou University, corresponding author) |
| Year | 2024 |
| Volume | 47 |
| Issue | 6 |
| Publication date | 2024-01-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Trans/Form/Ação (JOURNAL) |
| Journal identifiers | ISSN: 0101-3173 • E-ISSN: 1980-539X |
| Publisher | FapUNIFESP (SciELO) (PUBLISHER) |
| DOI | 10.1590/0101-3173.2024.v47.n6.e02400320 |
| OpenAlex | W4404612361 |
| SciELO | S0101-31732024000600217 |
| Language | EN |
| References cited | 11 |
It is upheld that overseas Chinese language schools (CLSs) are crucial in providing Chinese heritage language education to overseas Chinese children. In this study, we used case studies to examine the strategy development of CLSs from the perspective of the philosophy of education, especially in fulfilling the social responsibility of CLSs by focusing on their education and cultural heritage and continuing to realize the significance of Chinese cultural heritage of appreciation. It was found that CLSs could have a SWOT analysis from market, organization and teaching factors. This approach aided in decision-making and helped them adjust to evolving circumstances while effectively meeting the Chinese diaspora community's needs. It was also found that a mixed teaching mode was favored by most teachers and students, indicating the need for flexible educational strategies post-pandemic. CLS managerial policies regarding students' learning scaffolding, teachers' professional responsibilities, and collaboration and bonus policies were prioritized in strategy formulation. In this process, CLSs contributed to a more inclusive and harmonious society through academic excellence, identity formation and nurturing global citizenship. These findings show the importance of continuous strategy formulation and advancement for over 20,000 CLSs worldwide in educational and cultural inheritance
Biology · Coronavirus disease 2019 (COVID-19) · Cultural inheritance · Engineering ethics · Environmental ethics · Epistemology · Inheritance (genetic algorithm) · Introspection · Pandemic · Political science · Sociology · Educational Reforms and Innovations · Engineering · Genetics · Global Education and Multiculturalism · Global Educational Reforms and Inequalities · Medicine · Philosophy
Bilingual children’s perceived family language policy and its contribution to leisure reading
Language ideologies and practices in flux
Design Principles for Policy Mixes
Parents’ and teachers’ constructions of the purposes of Chinese complementary schooling
Politics of multicultural education in post-Suharto Indonesia
Migration and identities in the globalized world
Ethnic language maintenance among Chinese immigrant children in the United States
Language as capital, or language as identity? Chinese complementary school pupils' perspectives on the purposes and benefits of complementary schools
Contemporary political philosophy
Diasporic multiculturalism
| Highly cited | No |
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