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Advocating a global as opposed to a Eurocentric perspective in the college classroom, discusses why and how to teach about China’s Silk Road. The romance of the Silk Road journey, with its exotic locales and luxury goods, still excites the popular imagination. But study of the trade routes between China and central Asia that flourished from about 200 BCE to the 1500s can also greatly enhance contemporary higher education curricula. Indeed, with people, plants, animals, ideas, and beliefs traversing it, the Silk Road is both a metaphor of globalization and an early example of it. Teaching the Silk Road highlights the reasons to incorporate this material into a variety of courses and shares resources to facilitate that process. It is intended for those who are not Silk Road or Asian specialists but who wish to embrace a global history and civilizations perspective in teaching, as opposed to the more traditional approach that focuses on cultures in isolation. The book explores both classroom and experiential learning and is intentionally interdisciplinary. Each essay focuses on pedagogical strategies or themes that teachers can use to bring the Silk Road into the classroom. © State University of New York
| Hard copies may be purchased from the State University of New York Press. Additional titles in the SUNY Series in Asian Studies Development |
Advocating a global as opposed to a Eurocentric perspective in the college classroom, discusses why and how to teach about China’s Silk Road. The romance of the Silk Road journey, with its exotic locales and luxury goods, still excites the popular imagination. But study of the trade routes between China and central Asia that flourished from about 200 BCE to the 1500s can also greatly enhance contemporary higher education curricula. Indeed, with people, plants, animals, ideas, and beliefs traversing it, the Silk Road is both a metaphor of globalization and an early example of it. Teaching the Silk Road highlights the reasons to incorporate this material into a variety of courses and shares resources to facilitate that process. It is intended for those who are not Silk Road or Asian specialists but who wish to embrace a global history and civilizations perspective in teaching, as opposed to the more traditional approach that focuses on cultures in isolation. The book explores both classroom and experiential learning and is intentionally interdisciplinary. Each essay focuses on pedagogical strategies or themes that teachers can use to bring the Silk Road into the classroom. © State University of New York
| Hard copies may be purchased from the State University of New York Press. Additional titles in the SUNY Series in Asian Studies Development |
