Teaching China in Scotland's secondary schools as Sino-Scottish engagement intensifies

J. V. Oates

Research output: Contribution to journalArticlepeer-review

3 Citations (Scopus)


At a time of burgeoning Sino‐Scottish engagement, and the introduction of a new national education policy, “Curriculum for Excellence” designed to enhance teacher autonomy, this paper draws on the national response of Modern Studies teachers who are the only group of Scottish teachers to have the (voluntary) option of including the study of contemporary China in their curricular provision.

It argues that the results of a national survey of more than 200 teachers in 2008 reveal a number of factors which directly impact on the receptivity of teachers towards voluntary curriculum change.

While the research identifies and examines the problems of creating and sustaining interest in China it highlights positive success, in terms of pedagogy and skill development. It concludes by considering key policy recommendations required if the teaching of China in schools is to progress.
Original languageEnglish
Pages (from-to)53-64
Number of pages12
JournalEducational Review
Issue number1
Early online date22 Jan 2011
Publication statusPublished - Jan 2011


  • curriculum progression
  • practical constraints
  • teacher responsiveness
  • optional curriculum change


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