ABSTRACT
This chapter discusses the perceptions of key educational stakeholders in China on the New Curriculum Reform's (NCR's) educational borrowing from the West. It pointed out that the 2001 document that details the NCR makes no direct mention of the terms West and Western, preferring instead more culturally neutral terms such as the times, modernity and the world. Furthermore, the document does not explicitly identify quality-oriented education (QOE) with Western and modern education. The chapter offers a general discussion of the perceptions of the NCR held by educators and academics both in and outside of China. It examines the ideologies of constructivism and postmodernism that underpins the NCR. In alignment with the constructivist emphasis in the NCR, schools have introduced novel teaching methods that are based on constructivist ideas and assumptions. Besides constructivism, postmodernism is the Western ideology that is perceived to undergird the NCR.
