Toward Post-Oriental Curriculum Discourse: Reading Transboundary Learning Culture as a Critical Exemplar for New Asian Educational Research

Key Points

Transboundary learning culture significantly impacts academic achievements of East Asian students, suggesting broader implications for educational practices.
Field research and qualitative studies illustrate postcolonial theories, particularly those from influential figures like Edward Said and Michel Foucault.
Theoretical constructs serve as essential criteria for advancing postcolonial curriculum studies, promoting deeper understanding within Asian educational contexts.
Utilizing transboundary learning culture as a catalyst for academic exploration, this approach may lead to a transformative era in educational research.

Abstract

This special issue presents transboundary learning culture as a significant influence on the academic achievements of East Asian students. It elucidates various empirical/qualitative studies and field research through five prominent postcolonial figures’ theoretical constructs, which undergird the premise of transboundary learning and act as key criteria for leading postcolonial curricular studies and educational research in Asia. They are the seminal works of Edward Said (1978) , Michel Foucault (1977 , 1980 ), Gayatri Spivak (1988) , Jacque Derrida (1967 , 1978 ), and Homi Bhabha (1994) . In conclusion, this paper explores how transboundary learning culture can be read and utilized as a catalyst for academics ushering in a new era of postcolonial research in Asian educational studies.

Toward Post-Oriental Curriculum Discourse: Reading Transboundary Learning Culture as a Critical Exemplar for New Asian Educational Research

Key Points

Abstract

Cite This Study