MACMILLAN Narrative Inquiry into Reciprocal Learning Between Canada-China Sister Schools: A Chinese Perspective (Intercultural Reciprocal Learning in Chinese and Western Education)

Product Description This edited volume explores how Chinese school-based educators learn from others and attain awareness in dialogue with the world in an era of increasing globalization and information exchange. Minzhu Primary School in Shanghai, China, and Bay Street School in Toronto, Canada, have been connected as sister schools of cross-cultural exchange since 2008. Together, they have explored ways to reciprocally learn in a cross-cultural partnership while remaining grounded in their home culture and language. In this book, chapter authors examine how Chinese school-based educators view themselves, understand others, and grow and develop as a consequence of a decade of cross-cultural reciprocal learning as sister schools. Further, the authors discuss prospects for future educational interactions between Canada and China. Review “Every once and awhile, a book comes along that fills gaping holes in one’s knowing. Such was the case with Narrative Inquiry into Reciprocal Learning Between Canada-China Sister Schools: A Chinese Perspective. The volume was so engaging that I could not put it down.  I read it in one sitting. It definitely is a must-read book because it illuminates―in vivid detail―intercultural experiences from a Chinese point of view.” ― Cheryl J. Craig, Professor and Houston Endowment Endowed Chair of Urban Education, Texas A&M University, USA “This book provides a compelling counter force to the growing Anglosphere-Sinosphere tensions confronting global harmony. The authors feature philosophical and practical points of harmony between Eastern and Western education while valuing and maintaining the independent integrity of each. Canadian and Chinese educators learn from one another while pursuing and deepening their own traditions.” ―Michael Connelly, Professor Emeritus, Ontario Institute for Studies in Education (OISE), University of Toronto, Canada From the Back Cover “Every once and awhile, a book comes along that fills gaping holes in one’s knowing. Such was the case with Narrative Inquiry into Reciprocal Learning Between Canada-China Sister Schools: A Chinese Perspective. The volume was so engaging that I could not put it down. I read it in one sitting. It definitely is a mustread book because it illuminates―in vivid detail―intercultural experiences from a Chinese point of view.” ―Cheryl J. Craig, Professor and Houston Endowment Endowed Chair of Urban Education, Texas A&M University, USAThis edited volume explores how Chinese school-based educators learn from others and attain awareness in dialogue with the world in an era of increasing globalization and information exchange. Minzhu Primary School in Shanghai, China, and Bay Street School in Toronto, Canada, have been connected as sister schools of cross-cultural exchange since 2008. Together, they have explored ways to reciprocally learn in a cross-cultural partnership while remaining grounded in their home culture and language. In this book, chapter authors examine how Chinese school-based educators view themselves, understand others, and grow and develop as a consequence of a decade of cross-cultural reciprocal learning as sister schools. Further, the authors discuss prospects for future educational interactions between Canada and China. Yuhua Bu is Professor, PhD Supervisor, and Deputy Director of both the Institute of “Life Practice” Educology Research and the Institute of Schooling Reform and Development at East China Normal University, China. Her research interests include philosophy of education, teacher education, school reform, and ethics of education. About the Author Yuhua Bu is Professor, PhD Supervisor, and Deputy Director of both the Institute of “Life Practice” Educology Research and the Institute of Schooling Reform and Development at East China Normal University, China. Her research interests include philosophy of education, teacher education, school reform, and ethics of education.