Wai-Chung Ho

Globalization, Nationalism, and Music Education in the Twenty-First Century in Greater China examines the recent developments in school education and music education in Greater China, Mainland China, Hong Kong, and Taiwan, and the relationship between, and integration of, national cultural identity and globalization in their respective school curriculums. Regardless of their common history and cultural backgrounds, in recent decades, these localities have experienced divergent political, cultural, and educational structures. Through an analysis of the literature, official curriculum documents, approved music textbooks, and a survey questionnaire and in-depth interviews with music teachers, this book also examines the ways in which policies for national identity formation and globalization interact to complement and contradict each other in the context of music education in respect to national and cultural values in the three territories.,Wai-Chung Ho's substantive research interests include the sociology of music, China's education system, and the comparative study of East Asian music education. Her research focuses on education and development, with an emphasis on the impact of the interplay between globalization, nationalization, and localization on cultural development and school music education.

Globalization, Nationalism, and Music Education in the Twenty-First Century in Greater China

This book focuses on the rapidly changing sociology of music as manifested in Chinese society and Chinese education. It examines how social changes and cultural politics affect how music is currently being used in connection with the Chinese dream. While there is a growing trend toward incorporating the Chinese dream into school education and higher education, there has been no scholarly discussion to date. The combination of cultural politics, transformed authority relations, and officially approved songs can provide us with an understanding of the official content on the Chinese dream that is conveyed in today’s Chinese society, and how these factors have influenced the renewal of values-based education and practices in school music education in China.

Culture, Music Education, and the Chinese Dream in Mainland China

Ewan Dow

Wang Ting

Romie Littrell

Liu Fengshu

Hu Hua Ouyang

Maximiano Cortés Moreno

Alberto J. Sánchez Griñán

Parolas Languages

Este libro reúne contribuciones fundamentales de los mayores expertos en el mundo dedicados al estudio de la cultura y el sistema educativo chino y la enseñanza del español a sinohablantes. Es la primera obra de habla hispana dedicada a esta temática de tanta vigencia en un momento en que los estudiantes chinos se vuelcan en forma masiva al estudio de lenguas extranjeras y en particular, del español. Alberto J. Sánchez Griñán y Mónica Melo han seleccionado estos artículos para quienes trabajan con estudiantes pertenecientes a esta cultura tan compleja como diferente —ya sea en países de habla hispana como en el propio territorio chino—, como también para todo aquel interesado en la dimensión intercultural de la educación. La dinámica política y culturas china actual, el sistema educativo y las tradiciones de aprendizaje, los contrastes fundamentales entre el chino y el español y la explicación de los errores más habituales, los conflictos entre enfoques pedagógicos y los desafíos de enseñar una lengua occidental en China son algunos de los temas de esta compilación indispensable. ___ VISITA NUESTRA PÁGINA WEB WWW.PAROLASLANGUAGES.COM

Qué saber para enseñar a estudiantes chinos

La profesora Wai-Chung Ho se ha graduado en los niveles de maestría (Master in Arts) y doctorado (Ph.D.) en educación musical en el Instituto de Educación de la Universidad de Londres, bajo la dirección de la profesora Lucy Green. En 1996 se incorporó al departamento de música de la Universidad Bautista de Hong Kong, donde en la actualidad dicta cátedra sobre creatividad musical, diseño curricular y recursos para la enseñanza de la música, psicología y sociología de la música, y principios y aplicaciones de la educación musical. Sus artículos han sido publicados en las siguientes revistas de primer nivel: British Journal of Music Education, British Journal of Educational Technology, International Journal of Music Education, Music Education Research, Popular Music y Social History. Sus principales áreas de investigación son la sociología de la música, el currículum de la educación musical y el estudio comparativo de la educación musical en el este asiático. Sus investigaciones en educación musical tienen por foco las áreas del desarrollo y la planificación educativa vinculados a las reformas del sistema escolar, y la educación en valores tal como aparece en la currícula escolar en los contextos de China continental, Hong Kong y Taiwán. ___ VISITA NUESTRA PÁGINA WEB WWW.PAROLASLANGUAGES.COM

La cultura popular en la educación china

While attention has been paid to various aspects of music education in China, to date no single publication has systematically addressed the complex interplay of sociopolitical transformations underlying the development of popular music and music education in the multilevel culture of China. Before the implementation of the new curriculum reforms in China at the beginning of the twenty-first century, there was neither Chinese nor Western popular music in textbook materials. Popular culture had long been prohibited in school music education by China’s strong revolutionary orientation, which feared ‘spiritual pollution’ by Western cultures. However, since the early twenty-first century, education reform has attempted to help students deal with experiences in their daily lives and has officially included learning the canon of popular music in the music curriculum. In relation to this topic, this book analyses how social transformation and cultural politics have affected community relations and the transmission of popular music through school music education. Ho presents music and music education as sociopolitical constructions of nationalism and globalization. Moreover, how popular music is received in national and global contexts and how it affects the construction of social and musical meanings in school music education, as well as the reformation of music education in mainland China, is discussed. Based on the perspectives of school music teachers and students, the findings of the empirical studies in this book address the power and potential use of popular music in school music education as a producer and reproducer of cultural politics in the music curriculum in the mainland.

Wai-Chung Ho

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