The Chinese Academy of Social Sciences Yearbooks: Educational Development
The China Educational Development Yearbooks have been restructured and renamed as Chinese Research Perspectives on Education since 2012.
China’s education system has grown increasingly complex, creating the need for an annual critical review of the education system by China’s top scholars. The Blue Book of Education (教育蓝皮书), as it is known in Chinese, has gained a reputation for offering the most penetrating perspective in China about educational reform and development. The China Educational Development Yearbook is an important English translation of this critical annual report where developments, challenges, and crises in Chinese education are comprehensively discussed and critically analyzed. This series is essential reading for anyone who wants to understand the perspective of some of China’s most critical scholars about the most pressing challenges facing educational development in China.
China’s education system has grown increasingly complex, creating the need for an annual critical review of the education system by China’s top scholars. The Blue Book of Education (教育蓝皮书), as it is known in Chinese, has gained a reputation for offering the most penetrating perspective in China about educational reform and development. The China Educational Development Yearbook is an important English translation of this critical annual report where developments, challenges, and crises in Chinese education are comprehensively discussed and critically analyzed. This series is essential reading for anyone who wants to understand the perspective of some of China’s most critical scholars about the most pressing challenges facing educational development in China.
Gerard Postiglione is Professor and Head, Division of Policy, Administration, and Social Science, Faculty of Education, The University of Hong Kong. He is editor of the journal Chinese Education and Society, and former Director of the Wah Ching Centre of Research on Education in China. His most recent books are Making Tibetans in China (Routledge, 2009) and Border Crossing in East Asian Higher Education (Springer, 2009).
Gregory P. Fairbrother is Associate Professor in the Department of Social Sciences, and a Research Fellow in the Centre for Governance and Citizenship, at The Hong Kong Institute of Education. His research interests are in state legitimacy and citizenship education, citizenship education policy, political socialization, and youth political attitudes in Mainland China and Hong Kong. He teaches courses in citizenship, social identity, and the sociology of youth. His doctoral dissertation, which examined the relationship between patriotism and critical thinking among Hong Kong and Mainland Chinese university students, was awarded the University of Hong Kong's Li Ka Shing Prize. He has taught at the secondary and tertiary level in Hong Kong, Changchun, and Nanjing, China, and served for five years as Student Advisor and Associate Director of the Hong Kong office of the New York-based Institute of International Education.
Chen Yangbin is currently a lecturer in Chinese Studies at La Trobe University, Australia. He also had worked for, respectively, The University of New South Wales and University of Western Sydney in Australia, Nanjing Normal University and Chinese National Commission for United Nations Educational, Scientific and Cultural Organization (UNESCO) in China. Yangbin is interested in researching and teaching in the fields of: China studies (ethnicity, social and educational development) and Chinese language studies (teaching Chinese as a second language, Chinese sociolinguistics).
Heidi Ross is Director of the East Asian Studies Center and Professor of Educational Leadership and Policy Studies at Indiana University. She is also Co-director of the Australian National University-Indiana University Pan Asia Institute. Dr. Ross earned her B.A. in Chinese Language and Literature at Oberlin College, an M.A. in Education and Applied Linguistics at the University of Michigan, and a Ph.D. in Educational Foundations, Policy, and Administration at the University of Michigan. Ross has published widely on Chinese education, gender and schooling, and qualitative research methodology, and her books include China Learns English (Yale), The Ethnographic Eye (Garland), and Taking Teaching Seriously (Paradigm).
Gregory P. Fairbrother is Associate Professor in the Department of Social Sciences, and a Research Fellow in the Centre for Governance and Citizenship, at The Hong Kong Institute of Education. His research interests are in state legitimacy and citizenship education, citizenship education policy, political socialization, and youth political attitudes in Mainland China and Hong Kong. He teaches courses in citizenship, social identity, and the sociology of youth. His doctoral dissertation, which examined the relationship between patriotism and critical thinking among Hong Kong and Mainland Chinese university students, was awarded the University of Hong Kong's Li Ka Shing Prize. He has taught at the secondary and tertiary level in Hong Kong, Changchun, and Nanjing, China, and served for five years as Student Advisor and Associate Director of the Hong Kong office of the New York-based Institute of International Education.
Chen Yangbin is currently a lecturer in Chinese Studies at La Trobe University, Australia. He also had worked for, respectively, The University of New South Wales and University of Western Sydney in Australia, Nanjing Normal University and Chinese National Commission for United Nations Educational, Scientific and Cultural Organization (UNESCO) in China. Yangbin is interested in researching and teaching in the fields of: China studies (ethnicity, social and educational development) and Chinese language studies (teaching Chinese as a second language, Chinese sociolinguistics).
Heidi Ross is Director of the East Asian Studies Center and Professor of Educational Leadership and Policy Studies at Indiana University. She is also Co-director of the Australian National University-Indiana University Pan Asia Institute. Dr. Ross earned her B.A. in Chinese Language and Literature at Oberlin College, an M.A. in Education and Applied Linguistics at the University of Michigan, and a Ph.D. in Educational Foundations, Policy, and Administration at the University of Michigan. Ross has published widely on Chinese education, gender and schooling, and qualitative research methodology, and her books include China Learns English (Yale), The Ethnographic Eye (Garland), and Taking Teaching Seriously (Paradigm).
All those interested in developments in education and education policy in China. Also an excellent primary source for examining how researchers, policy makers, and educators in China discuss and analyze educational issues confronting their country.