Abstracts
Abstract
This article explores the relevance of Weber’s sociocultural concept of ideal types in the context of modern Canadian postsecondary education. Ideal types are simplified or distilled representations of sociocultural values, with relevance to various social (Prandy, 2002) and educational (Hayhoe, 2007; Hayhoe & Li, 2017; Wong & Chiu, 2021) analyses. This article builds upon Hayhoe and Li’s (2017) comparison of Confucian and Western ideal types, focusing on implications for internationalized education and implicit values within. The article explores the caveats of reductive thinking regarding cultures, particularly considering culture as a proxy for race where values differ. It revisits research exploring Western students studying in an East Asian context and East Asian students studying in a Western context (Chen, 2014; Maton & Chen, 2020), using ideal types as an analytical lens for underlying values and gaps in expectations. Specifically, it considers the pedagogical implications of the differing educational cultures and values as represented by Western and Confucian ideal types, and how a broader appreciation might supplement teaching approaches founded on either type to be more inclusive and beneficial for the various learners in Canadian higher education.
Keywords:
- ideal types,
- comparative education,
- postsecondary pedagogy,
- educational cultures,
- intercultural learning
Résumé
Cet article explore la pertinence du concept socioculturel des types idéaux de Weber dans le contexte de l’enseignement postsecondaire canadien moderne. Les types idéaux sont des représentations simplifiées ou distillées des valeurs socioculturelles qui sont pertinentes pour diverses analyses sociales (Prandy, 2002) et éducatives (Hayhoe, 2007; Hayhoe et Li, 2017; Wong et Chiu, 2021). Cet article élabore sur la comparaison de Hayhoe et Li (2017) entre les types idéaux confucéens et les types idéaux occidentaux, en se concentrant sur les implications pour l’éducation internationalisée et les valeurs implicites qui s’y rattachent. L’article explore les mises en garde de la pensée réductrice concernant les cultures, notamment en considérant la culture comme un substitut de la race lorsque les valeurs diffèrent. Il revisite aussi la recherche qui explore les étudiants occidentaux poursuivant leurs études dans un contexte est-asiatique et les étudiants est- asiatiques poursuivant leurs études dans un contexte occidental (Chen, 2014; Maton & Chen, 2020) à l’aide des types idéaux comme lentille d’analyse pour les valeurs sous-jacentes et les écarts au niveau des attentes. Plus précisément, elle examine les implications pédagogiques des différentes cultures et valeurs éducatives représentées par les types idéaux occidentaux et les types idéaux confucéens, et la façon dont une appréciation plus vaste pourrait compléter les approches pédagogiques fondées sur l’un ou l’autre type afin de les rendre plus inclusives et bénéfiques pour les divers apprenants de l’enseignement supérieur canadien.
Mots-clés :
- idéaux-types,
- éducation comparée,
- pédagogie postsecondaire,
- cultures éducatives,
- apprentissage interculturel
Appendices
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