China's 2017 'classroom revolution' call intends to "transform" current teacher-centered pedagogies with brand-new philosophies and technologies. As a new entry point for classroom research, I problematize a naturalized (mis)belief--" teacher-centered (Confucian) didactic pedagogies are not conducive to critical thinking…

In international educational studies, cultural context matters and demands increased attention by educational researchers worldwide. Along with a globalized discourse, how to map historical-cultural understandings of teaching and learning without getting bogged down in modern Westernized epistemology has become a paradigmatic dilemma. This paper…