Euro-Asian Encounters on 21st-Century Competency-Based Curriculum Reforms

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This book offers a geographically unique cultural comparative lens to examine the issue of transnational curriculum knowledge (re)production. Prompted by the ongoing competency-based curriculum reforms on a global scale, this book examines where global frameworks like the OECD¿s core competency definitions are rooted and how they are borrowed, resisted, and/or re-contextualized in various European states with a Christian, foremost Protestant educational¿cultural heritage and Asian countries with a Confucian educational¿cultural heritage. It highlights the roles that various factors, such as history, culture, religious attitudes, ideology, and state governance play in nation-states¿ re-contextualization of global curriculum policies and practices beyond a simplistic and dualistic globalism/power and nationalism/resistance dynamic. In doing so, it provides a global context to better understand individual nation-state¿s continuing curriculum reforms and school practices. At the same time, it situates individual nation-state¿s latest curriculum reforms and practices within an international community for healthy dialogues and mutual sharing. By selecting two educational¿cultural systems and wisdom¿Christian-Protestant and Confucian¿it also offers a springboard for international curriculum studies beyond the usual confinement of geopolitical nation-state constructs. It not only sheds new light on each nation-state¿s curriculum policies and practices, but also creates new collaboration spaces within similar and across disparate cultural¿educational regions. With its wide geopolitical and educational¿cultural scope, this book appeals to a global market and can be used in a variety of undergraduate and graduate courses in comparative education, history of education, curriculum theory, school and society, and curriculum history.