This book examines how the two educational systems of China and the Nordic countries intersect. Over the past decade, there has been increased growth and interaction between China and the Nordic countries due to both government encouragement and academic curiosity.

Chapter 1. Introduction; Fred Dervin, Haiqin Liu, Xiangyun Du.- PART I. Experiencing each other's emotion.- Chapter 2. The role of the migration industry in Chinese student migration to Finland: Towards a new meso-level approach; Hanwei Li.- Chapter 3. Chinese university leaders' perceptions of effective transnational professional development; Xin Xing.- Chapter 4. Narrative inquiry of beginner teachers' experience and changes in beliefs in the Danish secondary school context; Li Wang.- PART II. Nordic-Chinese intersections: Conceptual and methodological aspects.- Chapter 5. Beyond comparative methods in research on transnational education cooperation: A proposed theoretical model for examining contextual complexities; Jin Hui Li.- Chapter 6. Lutheranism and Confucianism between national education and globalization: A theoretical discussion; Mette Buchardt and Xiangyun Du.- Chapter 7. 21st century competencies in the Chinese science curriculum; Yan Wang, Jari Lavonen and Kirsi Tirri.-Chapter 8. Policy intersections on education for the gifted and talented in China and Denmark; Annette Rasmussen.- PART III. Transnational cooperation in education: Policies and practices.- Chapter 9: Comparing doctoral education in China and Finland: An institutional logics perspective; Gaoming Zheng, Wenqin Shen, Jussi Kivistö and Yuzhuo Cai.- Chapter 10. Experience of Sino-Finnish joint degree provision: practitioners' perspectives; Yuzhuo Cai, Baocun Liu and Chujun Xiao.- Chapter 11. Contemporary Danish strategies of internationalisation through student mobility with China: The development of instrumentality in interculturality; Niels Erik Lyngdorf.- Chapter 12. Educational patriotism inspired by China; Arild Tjeldvoll.- Chapter 13. Conclusion: Comparing Chinese and Nordic education systems: some advice 

‘This fascinating book puts a cat among the pigeons in the global field of education. The authors make a convincing case for us to reevaluate the way two different education utopias are perceived and represented in the world. Using a method that is critical of 'false comparativism', the book introduces a wealth of studies that force us to abandon our hierarchical perceptions of Chinese and Nordic education.’ —Mei Yuan, Minzu University of China, ChinaThis book examines how the two educational systems of China and the Nordic countries intersect. Over the past decade, there has been increased growth and interaction between China and the Nordic countries due to both government encouragement and academic curiosity. This book rejects a simplistic approach that presents both spaces as culturally uniform, confronting ‘East’ and ‘West’ entities, and suggests a comparative and contrastive approach that is critical and reflexive in both theory and methodology. This does not solely concentrate on difference, but emphasises similarities, including studies on philosophical, conceptual and methodological issues. This nuanced edited collection will appeal to students and scholars of Nordic and Chinese education as well as globalisation and interculturality. Haiqin Liu is Researcher at the Faculty of Educational Sciences of the University of Helsinki, Finland. Her research interests include multilingual education, interculturality and international teacher education.Fred Dervin is Professor of Multicultural Education at the University of Helsinki, Finland. He specializes in intercultural education, the sociology of multiculturalism and academic mobility.Xiangyun Du is Professor at the College of Education, Qatar University, Qatar, and Aalborg UNESCO Centre for Problem Based Learning in Engineering Science and Sustainability, Aalborg University, Denmark. Her main research interests include pedagogical development, particularly problem-based and project-based learning methods.

Examines two highly popular education systems which continue to attract interest from around the globe Refuses to limit case studies to global pre-conceptions regarding the country in question Highlights the growing importance of intercultural and multicultural education

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