With a focus on the role of discourse and language in education, this book examines China’s educational reform from an original perspective that avoids mapping on Westernized educational sensibilities to a Chinese environment. Zhao untangles the tradition-modernity division expressed in China’s educational language about the body and teacher-student difference. Exploring the historical and cultural implications of the ways China’s schooling is talked about and acted upon, Zhao argues that Chinese notion "wind" (feng) is a defining aspect of Chinese teaching and learning. Incorporating Western and Chinese literature, this book explores the language of education, curriculum, and knowledge on a cross-cultural landscape and as cultural inscriptions.

chapter |21 pages


Encountering the Chinese “Wind” and “Body” Aporia as a Starting Point

part I|74 pages

Overcoming “Epistemicide” in Cross-cultural Educational Studies

part II|72 pages

Paradigmatic Unpackings of China’s Language, Knowledge, and Education

chapter 4|23 pages

Beyond Representation

Yijing Thought and Confucius’ Wind-Pedagogy

chapter 5|27 pages

Beyond Conceptual Thinking

Chinese Body-Thinking and Educational Body

chapter 6|20 pages

Beyond Identity vs. Difference Division

A Daoist Teacher–Student (Re)Ordering

part III|18 pages

Revisiting My Research-Learning Journey as a Post-foundational Case Study