Abstract
This study argues that at the grassroots level of specific school communities, individual students and teachers always have their own interpretations about and appropriation of any curriculum reform launched by the state from above. The case rests on my longitudinal participant observation of how and why students and teachers in a pro-reform university in mainland China complained about native English-speaking teachers from the West.
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© 2003 Kathryn M. Anderson-Levitt
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Ouyang, H. (2003). Resistance to the Communicative Method of Language Instruction within a Progressive Chinese University. In: Anderson-Levitt, K.M. (eds) Local Meanings, Global Schooling. Palgrave Macmillan, New York. https://doi.org/10.1057/9781403980359_6
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DOI: https://doi.org/10.1057/9781403980359_6
Publisher Name: Palgrave Macmillan, New York
Print ISBN: 978-1-4039-6163-1
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