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The Cross-Cultural Transfer of Educational Concepts and Practices


reviewed by Alexis Martin July 27, 2006

coverTitle: The Cross-Cultural Transfer of Educational Concepts and Practices
Author(s): Masahiro Tanaka
Publisher: Symposium Books, Oxford
ISBN: 1873927401, Pages: 152, Year: 2005
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In The Cross-Cultural Transfer of Educational Concepts and Practices, Masahiro Tanaka proposes a useful theoretical framework for thinking about the ways educational concepts and practices change as they are transferred and implemented from one culture to another. The book, which is aimed at scholars of international education, is divided into six chapters. After introducing his arguments in the first chapter, Tanaka expands on them in Chapters 2 through 5 by demonstrating their occurrence in real-life contexts. Chapter 6 is a helpful conclusion that summarizes the interconnectedness of each of the book’s chapters.   Tanaka’ s introductory chapter begins with a brief literature review highlighting several relevant comparative educationalists, and moves on to a discussion of his own proposed theoretical framework.  He outlines Jurgen Schriewer’s argument—that as educational models are offered transculturally, they are adapted and transformed in a process called “indigenization”—and builds on this theory by proposing two types of indigenization.... (preview truncated at 150 words.)


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Cite This Article as: Teachers College Record, Date Published: July 27, 2006
http://www.tcrecord.org ID Number: 12617, Date Accessed: 12/12/2017 1:31:13 AM

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About the Author
  • Alexis Martin
    University of California, Berkeley
    E-mail Author
    ALEXIS MARTIN is a doctoral student in Social and Cultural Studies in the Graduate School of Education at the University of California, Berkeley. Currently, she is a Graduate Student Instructor in Urban Education at UC Berkeley and a Lecturer with the Hutchins School for Liberal Studies at Sonoma State University. Her research interests include out-of-school literacies, popular culture pedagogy, student perceptions of small interconnected schools, and the translation of critical educational theory into practice.
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