Cooperative learning vs Confucian heritage culture's collectivism: confrontation to reveal some cultural conflicts and mismatch

Asian countries with Confucian heritage culture (CHC) such as China, Vietnam, Singapore, Korea and Japan have been proven to share characteristics of a collectivist society. Researchers agree that this collectivist mentality strongly supports cooperation that CHC's learners/workers best perform in groups. However, little is known about the other side of the coin. Whilst applying a method born in one culture to another, cultural differences have been forgotten. The so-called global application has led to a situation in which a Western model is forced to launch in a completely new and different context. This new context and the existing cultural values are not always incorporated into the implementation of a Western concept of cooperative learning. Consequently, it does not necessarily follow that all forms of cooperative learning will surely succeed within a CHC environment. As a result of ignoring, stereotyping and underestimating cultural and educational characteristics, in CHC countries, the implementation of constructivism and one of its applications—cooperative learning—has ended up in failures, suspicion or resistance. The authors would like to question (1) the fixed assumption that “group-work surely works in CHC countries” and (2) the domination of developmentalism in education nowadays and its mismatch with cultural assets. With this paper, the authors contribute to the recent call for culturally appropriate pedagogy.