Becoming Globally Competent Through Inter-School Reciprocal Learning Partnerships: An Inquiry Into Canadian and Chinese Teachers’ Narratives

Khoo, Yishin

doi:10.1177/00224871211042306

Cited by 12 publications

(5 citation statements)

References 32 publications

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“…For Yishin, an important component of her pedagogy focuses on connecting different epistemic communities (Western, Indigenous, Eastern) within and beyond Turtle Island (colonially known as North America) where university educators, school teachers, and community partners can engage in reciprocal learning and collaboration while multiplying our frames of references to strengthen school education and teacher education for more regenerative and sustainable futures (Connelly & Xu, 2019 ; Khoo, 2017 , 2022 ; Xu & Connelly, 2017 ). She continues to look for relevant and practical ways of engaging Asian wisdom traditions and contemplative practices in classrooms to address imperialist inequality and capitalist materialism that characterize Western modernity.…”

Section: Correlating Themes: “Asia As Method” As a Quest Of The Spiri...mentioning

confidence: 99%

“Asia as method” as a quest of the spirit and finding we-togetherness: a collaborative autoethnography

Khoo

Lin

2023

Asia Pacific Educ. Rev.

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This paper responds to the special issue’s call for educators to examine the epistemological and ontological changes that happen to themselves after long-term working abroad and how this experience helps challenge theoretical and pedagogical norms in education. Employing collaborative autoethnography as our research method, we use our life stories of growing up in Asia and studying and working in the West to reflect on our journey of becoming scholars comfortable in engaging Chinese wisdom traditions—Confucianism, Daoism, and Buddhism—in Western academia. We share how our experiences of encouraging Asian spiritual traditions and engaging in contemplative practices led us to embrace the ontology and epistemology of Eastern wisdom traditions, and come to understand Eastern philosophies as living wisdom, as a way of being and knowing. We further detail how comprehending Eastern philosophies at a heart-mind level has transformed our views on humanity, allowing us to see the common struggles of peoples in the East and West, Asia and North America. Our ontological and epistemological transformations brought about by Eastern contemplative practices have enabled us to see that there is not such a thing as “Asia” or “North America. ” Rather, we interare and we are Earth citizens. We end our inquiry by advocating for the need to engage spirit as method and conduct research and teaching with a heightened sense of we-togetherness, from a heart and mind that is open and boundless, for the benefits of all our relations—visible and invisible, human and more than human.

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Section: Correlating Themes: “Asia As Method” As a Quest Of The Spiri...mentioning

confidence: 99%

“Asia as method” as a quest of the spirit and finding we-togetherness: a collaborative autoethnography

Khoo

Lin

2023

Asia Pacific Educ. Rev.

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“…For instance, Yishin Khoo's dissertation examines how Toronto teachers developed citizenship education skills in globalized settings working with Shanghai partners (Khoo, 2018). Khoo's dissertation, recognized by the Canadian Association for Teacher Education (CATE) Dissertation Award, is now a published book in the Palgrave Macmillan book series (Khoo, 2022). This study emphasizes the role of narrative inquiry in fostering collaborative, reciprocal learning communities.…”

Section: Narrative Inquiry For Reciprocal Learning In Teacher Educati...mentioning

confidence: 99%

“…Reviews have appeared in Frontiers of education in China (see Buckner, 2020;Hayhoe, 2020;Liao, 2020;Westbury, 2020), the Canadian journal of education (see Chi C., 2020), and multicultural perspectives (see Zhou, 2023). These books are built around classroom teaching, teachers, newcomers, teacher 10.3389/feduc.2023.1327421 education, and school education, and focus on reciprocal learning among cultures (e.g., Xu, 2017;Huang, 2018;Elkord, 2019;Chi C., 2020;Craig, 2020b;Bu, 2021;Khoo, 2022). The program grew out of Xu's narrative inquiry-based study (Xu et al, 2007;Xu, 2011Xu, , 2017 of Chinese families new to Canada that was contextualized in Connelly's longitudinal school-based project.…”

Section: Narrative Inquiry For Reciprocal Learning In Teacher Educati...mentioning

confidence: 99%

Narrative inquiry in China

Xu,

Connelly,

Chi

2024

Front. Educ.

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Narrative inquiry has been widely used in different disciplines around the world. In this article, we focus on narrative inquiry in China where we start by retelling our first close contact with narrative researchers in China in 2007 when Professor Gang Ding at East China Normal University invited leading Chinese researchers to a three-day narrative inquiry workshop co-planned with us (Connelly and Xu). Second, we review narrative studies published in Chinese to demonstrate how widely narrative inquiry has been adopted in educational studies in the country in the past two decades by Chinese university researchers, graduate students, and schoolteachers. Next, our review of English literature of narrative studies related to education in China has two important components: English literature on narrative inquiry contextualized in China and narrative inquiry for reciprocal learning in teacher education and school education between Canada and China. Both reveal how narrative inquiry has contributed to international cross-cultural educational studies related to Chinese contexts. Finally, in the “Discussion” section, we provide our interpretation of some current dialogs on narrative inquiry among Chinese educational researchers; for example, the differences between yanjiu 研究 (research) and tanjiu 探究 (inquiry). Some heated discussions surrounding narrative inquiry in China are also highlighted, including: (1) cultural complexities in narrative inquiry, (2) theoretical frameworks in narrative inquiry, (3) re-storying and fictionalization processes in narrative inquiry, and (4) ethical considerations in narrative inquiry. To conclude, with cases selected and elaborated from the Canada-China partnership, we demonstrate how narrative inquiry has enabled us to develop “reciprocal learning” as both a conceptual framework and a methodological approach to building a multidimensional bridge for reciprocal learning in education between the West and East. This Reciprocal Learning approach reflects our global comparative studies view that the path to global cross-cultural harmony and understanding lies with collaborative action plans among people of different cultures. Writing this article on narrative inquiry in China enabled us to reflect on and learn from narrative inquirers and researchers in China while sharing what we have done in our own narrative inquiry.

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“…Ethnic and cultural heterogenisation of classrooms, existing achievement gaps and other manifestations of educational inequity have led to widespread acknowledgement of the need to develop multi/intercultural teacher education (Dervin et al, 2020; Gay, 2010; McDonald & Zeichner, 2009). Professional competencies needed in a globalising world, referred to (for example) as intercultural (Dervin et al, 2020), cross‐cultural (Seeberg & Minick, 2012) or global competencies (Khoo, 2022), are extensively present in research on education and also in its policies and practices. The general definition of intercultural competence as the ‘ability to effectively and appropriately interact in an intercultural situation or context’ (Perry & Southwell, 2011, p. 453) is still widely used, and the domain of beliefs and attitudes is generally included as one key component of it.…”

Section: Growth Mindset As a Missing Construct In Multi/intercultural...mentioning

confidence: 99%

The role of growth mindset in shaping teachers' intercultural competencies: A study among Finnish teachers

Rissanen

Kuusisto

2023

British Educational Res J

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Cultural heterogenisation of classrooms and existing achievement gaps have led to an acknowledgement of the need to develop teachers' intercultural competencies. A growth mindset (a belief that intelligence, personality and other such qualities can be cultivated) predicts positive intergroup attitudes and reduces stereotyping, but has not been researched as an aspect of teachers' intercultural competence. This study analyses the role of growth mindset in shaping three aspects relevant to teachers' intercultural competencies: process versus trait orientation to students, diversity beliefs and orientation to social justice and equity. Fifteen Finnish comprehensive schoolteachers were interviewed. Significant differences were found between teachers with fixed and growth mindsets. Teachers with a growth mindset were more likely to hold polyculturalist beliefs about the interconnectedness and changeability of cultures, and to recognise and combat issues of social injustice and inequity. Teachers with a fixed mindset made trait‐focused interpretations of their students and did not easily recognise problems of social justice in school or in society. These results encourage us to suggest that a growth mindset is a construct with a lot of potential to introduce novel approaches to multi/intercultural and social justice teacher education, but more research is needed. The implications of the findings for teacher education and further research are discussed.

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Becoming Globally Competent Through Inter-School Reciprocal Learning Partnerships: An Inquiry Into Canadian and Chinese Teachers’ Narratives

Cited by 12 publications

References 32 publications

“Asia as method” as a quest of the spirit and finding we-togetherness: a collaborative autoethnography

“Asia as method” as a quest of the spirit and finding we-togetherness: a collaborative autoethnography

Narrative inquiry in China

The role of growth mindset in shaping teachers' intercultural competencies: A study among Finnish teachers

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