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CERCular Vol.10, No.2, 2004 No.10 2001; 312pp. ISBN 962 8093 71 1 HK$200 / US$32 Values Education for Dynamic Societies: Individualism or Collectivism Edited by William K. Cummings, Maria Teresa Tatto & John Hawkins Social changes have made values education an important topic for academics, policy makers and practitioners in all parts of the world. This book examines values education in a diverse set of societies. Some, including China, the United States and Russia, are very large countries. At the opposite end of the scale, Singapore, Hong Kong and Taiwan are much smaller societies but are no less complex. Other chapters focus on Japan, Korea, Malaysia, Mexico and Thailand. All these societies have very different cultures and heritages. Through its comparative analysis, the book significantly enhances conceptual understanding of this complex domain. An intriguing finding is the emerging support in Asia for individualistic values and, by way of contrast, the new interest in collective values in the West. Knowledge Across Cultures: A Contribution to Dialogue Among Civilizations Edited by Ruth Hayhoe & Julia Pan At the start of the new millennium, the United Nations designated 2001 the ‘Year of Dialogue among Civilizations’. This dialogue emerged after the collapse of the Sov iet Union in 1991, and changed much of the field of comparative education. The dialogue draws attention to deep-rooted cultural differences around the world which shape approaches to education. This book gives voice to outstanding scholars from three major Eastern civilizations – Chinese, Arabic and Indian – who have entered into dialogue with equally distinguished scholars from the West. One of the authors, Abdus Salam, was the first scientist from Pakistan to win the Nobel Prize in Physics. The themes of the book include challenges to knowledge in the late modern era; Eastern contributions to scientific knowledge; knowledge transfer across regions and civilizations; indigenous knowledge and modern education; and past and present influences from China. The book contributes to an ongoing dialogue among civilizations, and seeks to enhance mutual understanding in the increasingly globalized society of the 21st Century. This book on the socialization of the child in diverse cultures focuses on parent-child relationships, enculturation, and child development under changing educational conditions. Twelve articles originally published by the author and his colleagues between 1960 and 1996 show the evolution not only in LeVine’s thinking but in the field as a whole. These articles are supplemented by new commentaries written for this volume. LeVine examines intersections among patterns of childhood experience, cultural values and institutional change in developing societies during the 20 th century. Individual chapters include a focus on Kenya, Nigeria and Mexico; parenting, the child’s acquisition of culture, and the impact of mass schooling on maternal care; and critiques of psychoanalysis, environmentalism and the psychology of individual differences. In the introduction, LeVine frames his research on the comparative of study of socialization as an “anthropology of educational processes” that integrates knowledge the educational aspects of childhood in human societies under varied historical conditions. This far-reaching book has been widely welcomed by scholars of comparative education and of child development. 6 No.11 2001; 391pp. ISBN 962 8093 73 8 HK$250 / US$38 No.12 Childhood Socialization: Comparative Studies of Parenting, Learning and Educational Change Robert A. LeVine 2003; 299pp. ISBN 962 8093 61 4 HK$200 / US$32 10th Anniversary: Highlights from CERC’s first decade Centralization and Decentralization: Educational Reforms and Changing Governance in Chinese Societies Edited by Mok Ka-Ho Globalization has brought dramatic changes to the character and functions of education in most countries around the world. However, the impact of globalization on schools and universities is not uniform. One public-policy strategy that has been widely adopted is decentralization; but there is no consensus on whether centralization or decentralization is more effective to improve organization and management in education. This book is contextualized in the literature on globalization, and examines how policies of decentralization have affected the running of education in Hong Kong, Taiwan, Shanghai, Singapore, Macau and Mainland China. It analyzes the strategies that the governments of the selected societies have adopted in reforming the structure of their education systems, mobilizing different forces to create more educational opportunities, and devising new measures to assure quality in the education sector. No.13 2003; 230pp. ISBN 962 8093 58 4 HK$200 / US$32
CERCular Vol.10, No.2, 2004 No.14 Citizenship Education in Asia and the Pacific: Concepts and Issues Edited by W.O. Lee, Dav id L. Grossman, Kerry J. Kennedy & Gregory P. Fairbrother 2004; 313pp. ISBN 962 8093 59 2 HK$200 / US$32 This book is a landmark in citizenship and citizenship education discourse. It combines conceptual debates with case studies on the question whether the notion of Asian citizenship can be established, and if yes, what its research agenda would be. The book contains polemic discussion, empirical data analysis, consultancy reflections, and descriptions of citizenship education in Asian and Pacific countries. Its themes include citizenship paradigms, democratization, patriotism, social tolerance, globalization and the information society, and colonialism. The volume explores various perspectives on citizenship, including Confucian, Islamic, humanist, global, indigenous, cultural, political, and comparative. The book covers a wide range of countries and regions, including China, Japan, Hong Kong, Korea, Indonesia, Malaysia, Singapore, Solomon Islands, Taiwan and Vanuatu. No.15 Non-Formal Education: Flexible Schooling or Participatory Education? Alan Rogers 2004; 306pp. ISBN 962 8093 30 4 HK$200 / US$32 This is the first full study of non-formal education on an international scale since the 1980s. The book describes the emergence of the concept in the context of development and educational reform. It traces the debate about non-formal education from its origins in 1968 to the mid 1980s, and looks at the issues that this debate raised. It then describes a number of programmes in different parts of the world which call themselves ‘non-formal’, pointing out the wide range of different views about what is and what is not non-formal. Rogers asks whether we should drop the term altogether or try to reconceptualise it in terms of flexible schooling or participatory education. This is an important new book by a well established author. It deals with complex issues, but is written in a clear style. It contains an important new analysis of the development paradigms in which the controversies surrounding non-formal education grew up, and which shaped its purpose and impacts. The author’s call for a reformulation of the concept will find echoes not only in developing societies, but also in Western circles, where the language of non-formal education is being used increasingly within the context of lifelong learning. The book grew out of the teaching of non-formal education in which Professor Rogers has been engaged for the last 20 years. It is intended for teachers and students in comparative education courses in higher education institutions, and for researchers and others with an interest in the field. No.1 2003; 117pp. ISBN 962 8093 57 6 HK$100 / US$16 CERC Monograph Series No.2 Reducing the Burden on the Poor: Household Costs of Basic Education in Gansu, China No.3 2004; 67pp. ISBN 962 8093 32 0 HK$50 / US$10 Mark Bray, Ding Xiaohao & Huang Ping 10th Anniversary: Highlights from CERC’s first decade Education in the Market Place: Hong Kong’s International Schools and their Mode of Operation By Yoko Yamato Worldwide, international schools have been a neglected focus for research. This is partly because in most countries they serve minority groups and are separate from the mainstream. In Hong Kong, however, international schools form a sizeable sector of growing importance. Most of Hong Kong’s international schools serve local residents as well as foreign nationals. This book presents the first detailed academic study of the sector. It highlights the significance of market forces, and shows how the international schools have responded to changing circumstances. Although Hong Kong is small in area, it hosts a wide diversity of types of international schools. The study thus makes instructive comparisons of systems within the small territory. In the process, the book makes important methodological contributions to the field of comparative education. This book includes t he findings of a research consultancy recent ly undertaken by CERC, Please refer to page 12 for further information about the research and the book. The book is also available in Chinese. 7 2004; 121pp. ISBN 962 8093 36 3 HK$100 / US$16 Building Alliances: Schools, Parents and Communities in Hong Kong and Singapore Maria Manzon This book has just been published. Please refer to the back cover of this issue of CERCular for details.
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