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Frontiers of Education in China, 6(4), 602619. Eisner, E. W. (2002). The educational imagination: On the design and evaluation of school programs (3rd. ed.). Upper Saddle River, NJ: Prentice Hall. Parker, W. C. (2004). Diversity, globalization, and democratic education: Curriculum possibilities. In J. A. Banks (Ed.), Diversity and citizenship education: Global perspectives (pp. 433-458). San Francisco, CA: Jossey-Bass. Steven P. Camicia Utah State University E-mail: steven.camicia@usu.edu DOI 10.3868/s110-002-013-0032-3 . [In the Shadow of History: Memories of the May 4th Generation of Women Intellectuals]. Jiang, Lijing. Beijing: Educational Science Publishing House, 2012. 420pp, ¥62. ISBN 978-7-5041-6047-8 The emergence of intellectuals and the disappearance of traditional scholars might be seen as a significant turning point in modern China's move beyond traditional society. In this process, the establishment of a modern university system played a crucial role in spreading new academic values, and forming a new professional basis for the life of intellectuals. While there has been some awareness of this transition it has never been analyzed in detail. In addition, due to the constraints of traditional Chinese ideas on gender, female intellectuals experienced a different process of development than that of male scholars going through the transformation in status from
Frontiers of Education in China – Brill
Published: Jan 1, 2013
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