Curriculum, Schooling and Society in Hong Kong

Morris, Paul; Adamson, Bob

doi:10.5790/hongkong/9789888028016.001.0001

Cited by 92 publications

(40 citation statements)

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“…While SBA has been a feature of some education systems for several decades, it is a relatively new phenomenon in systems such as Hong Kong where examinations have traditionally been esteemed for performing a selective function underpinned by the sense of fairness arising from the "level playing field" of similar conditions for all students. Critics are concerned that SBA provides insufficient safeguards to ensure objectivity, and teachers are often wary of the responsibility and scrutiny that SBA entails for them (Morris & Adamson, 2010), especially as English is a key determinant of university access.…”

Section: Introductionmentioning

confidence: 99%

“…Curriculum reform in Hong Kong has long aspired to consensus-building, due partly to the perceived lack of democratic legitimacy of the colonial and post-colonial governments, and partly to the cultural preference for harmony (Morris & Adamson, 2010). Key stakeholders include the parents, as they participate in a quasi-market when selecting schools for their children; school leaders, including the religious groups, community associations, commercial organizations and prominent individuals who assume managerial responsibilities for non-government schools (which form around 90% of the total); academics and subject specialists who serve on advisory boards; teachers; and the business sector, which has a powerful voice in government affairs.…”

Section: Introductionmentioning

confidence: 99%

“…Not all education systems have hitherto embraced the idea of student participation in school governance, debates about policy or curriculum choices. For instance, the locus of this study, Hong Kong, has inherited a comparatively authoritarian model of education from its Chinese and Western heritages and tends (generally speaking) to adopt top-down decision-making processes (Morris & Adamson, 2010). One goal of this paper is to show that student voices have value in enhancing adults' understanding, and that to ignore teachers to assess the students' competence in four areas: pronunciation and delivery, communication strategies, vocabulary and language patterns, and ideas and organization.…”

Section: Introductionmentioning

confidence: 99%

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Student Voices in School-based Assessment

Tong

Adamson

2015

AJTE

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Student Voices in School-based Assessment

Tong

Adamson

2015

AJTE

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“…McGaw 2006;Elliott and Yu 2008). The collaborative process was designed to develop the capacity of local stakeholders -especially teachers, curriculum officers and school inspectors -and go beyond the largely symbolic efforts of earlier reforms such as the TOC (Morris and Adamson 2010;Lee 2014).…”

Section: Engaging International Expertisementioning

confidence: 99%

Referencing and borrowing from other systems: the Hong Kong education reforms

Forestier

Adamson

Han³

et al. 2016

Educational Research

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Background: This paper analyses the role of, and approach to, policy referencing and borrowing in Hong Kong's recent reforms that culminated in the creation of its New Academic Structure and the Hong Kong Diploma of Secondary Education. Main argument: It argues that Hong Kong has gone further than most jurisdictions not just in responding to global influences on education reform, but in taking explicit steps to internationally benchmark its curriculum and assessment, and in involving the global community at multiple levels in the process of education policy planning and implementation. Sources of evidence and method: The paper is based on the documentary analysis of policy documents in Hong Kong, and 23 interviews with key stakeholders in the policy network, including policy-makers, practitioners and community leaders. Discussion and conclusions: While policy referencing and borrowing in the Hong Kong context can, in part, be traced to a colonial legacy, the Special Administrative Region of China demonstrates a collaborative approach to education reform involving local and international engagement that may be relevant to other systems. Its approach was informed by a measured use of policy referencing that involved 'horizon scanning' of other systems' policies and practices; international benchmarking; and engaging international expertise to facilitate implementation.

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“…Yet this small part of education can reflect broader issues concerning the very concept of education, institutional contexts, and the articulation and specificity of educational practices in such institutional contexts (Grossberg, 1994). Critical pedagogy has offered a perspective of conceiving pedagogy that is different from the conventional way of conceiving pedagogy as a generalized approach to teaching and learning, and as the design and delivery of learning experiences instrumental to the existing society (Morris & Adamson, 2010). Critical educational scholars in the Freirean traditions conceive of pedagogy as (1) an instrument for the "critical discovery" of dehumanization and for the pursuit of a liberated humanity, and (2) a form of cultural production that aims at "challenging canonicity and interrogating the forms of exclusion and inclusion in the production, distribution, and circulation of knowledge" (Freire, 1985(Freire, , 2000Giroux & Shannon, 1997).…”

Section: Pedagogy As Cultural Practicementioning

confidence: 99%

Drama as method : recontextualizing project learning for HK secondary schools

Law¹

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Doctor of PhilosophyThis doctoral study is grounded in the work of cultural studies and its concern for pedagogy and education. The study investigated a local pedagogical issueIndependent Enquiry Study (IES)-a specific form of social inquiry in the core subject Liberal Studies (LS) in Hong Kong senior secondary schools. It took a designated IES classroom as the point of intervention and as the basis for exploring transformed pedagogical practices in Hong Kong secondary school education. My vantage point of the intervention rested on participant-observation through action research and critical contextual analysis of the action-research site and its relations to the wider social contexts. With a conceptual-analytical framework of drama and the performative, developed from William' notion of drama and Schechner's notion of make-belief and make-believe performances, this study examined how the method of drama could mediate a group of senior secondary students' extended process of inquiry into social issues in contemporary Hong Kong society. Findings reveal that IES in Hong Kong senior secondary schools is almost already performative in nature and IES students were almost already performers eager to present themselves to their teacher-assessors as knowledge builders capable of reflective thinking. In fact, these students subscribed to the positivistic and cynical practices of reproducing existing curricular (and media) discourses and applying them to understanding the social. In performing seeming acts of inquiry, these IES students would re-enact the prescribed curricular (and media) discourses of understanding and reproducing the existing social order.Research findings indicate that drama can be a method of work that supports student inquirers socially as a group. Liminal dramatic spaces and the use of dramatic role and real-life image afforded the participant-students the opportunity to create, experience, and interpret an imaginary world, promoting social inquiry. The spaces helped give shape to students' diverse roles including those of IES co-informant, member of society, and peer IES learner-assessor. By activating these roles, students momentarily suspended self-other relations and the mechanically induced perceptions of social realities typified by conventional IES method. Drama also functions as a lens. It reflects how the method of IES typifies students' roles as performers and sustains their dependence on templates of work and on the teachers' assessment guides.Research findings further show that the performative make-belief schooling practices encompassed the everyday school life of the participating students and their teachers, and indeed subsumed and contained the effects of my dramatic interventions within the action-research context. The IES students at this specific research site were subjected to a process of cynical subject formation. When it comes to social inquiry, these students' cynical IES practices, including cynical IES reasoning, is partly the result of the teachers' instructional needs. H...

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Curriculum, Schooling and Society in Hong Kong

Cited by 92 publications

References 0 publications

Student Voices in School-based Assessment

Student Voices in School-based Assessment

Referencing and borrowing from other systems: the Hong Kong education reforms

Drama as method : recontextualizing project learning for HK secondary schools

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