Abstract
This research examines the perceptions of 18 East Asian Canadian graduate students from four cultures strongly influenced by Confucian thought regarding their experiences in Canadian graduate schools in terms of what their perceptions may indicate about a Chinese model of educational practices regarding student speech. The research is presented within the context of two polar versions of a Chinese educational model of education; one that is described as a centuries old social tool created to maintain political and social control by channeling and homogenizing potential intellectual talent towards support of the status quo and away from creative, independent, and critical thought and one that is described as a being a model of genuine individual thought and analysis produced as a by-product of seeking to “self-perfect” in terms of fully integrating oneself into the Confucian social order and structure. The research examines the responses of the participants in terms of these polar models.
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Tsai, SC. (2016). Perceptions of East Asian Students in Canadian Graduate Schools: What They May Indicate About Student Speech in a Chinese Model of Education. In: Chou, C., Spangler, J. (eds) Chinese Education Models in a Global Age. Education in the Asia-Pacific Region: Issues, Concerns and Prospects, vol 31. Springer, Singapore. https://doi.org/10.1007/978-981-10-0330-1_16
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DOI: https://doi.org/10.1007/978-981-10-0330-1_16
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