Helen Kwok
Biographic Data
| ID | 749117 |
|---|---|
| NAME | Helen Kwok |
| GIVEN NAMES | Helen |
| FAMILY NAME | Kwok |
| SIGNATURE | KWOK H |
| AFFILIATIONS | Griffith University |
| ORCID | 0000-0001-7840-5452 |
| VERIFIED | Yes |
| TOTAL WORKS | 15 |
| TOTAL CITATIONS | 14 |
| AUTHOR COUNT | 14 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Mathematics After Reform: Knowledge Economy, Curriculum Change, and Global Dilemmas
Ontological politics of decolonisation in comparative education
Teaching Beyond Normalisation: Rethinking Standards-Based Reforms Through Canguilhem
Standards-based reforms (SBRs), such as the Australian Professional Standards for Teachers (APST), have reshaped teachers’ work and redefined what counts as professional judgement and pedagogic practice. In this paper, we reflect on the logic of remedyism embedded in SBR policies such as the APST, through the theoretical lens of the French philosopher Georges Canguilhem. While such policies are widely understood to normalise teachers’ work in a F…
Governing universal higher education through markets: A poststructural perspective on massification
The politics of Korean language textbooks in the two Koreas: Nationalism, ideologies and education
Difficult critique: Some psychoanalytic provocations from Freud and Lacan for anti-racist pedagogies in post-truth times
Towards becoming a minor intellectual: Reading Edward Said alongside Deleuze and Guattari in the regime of post-truth
This article assesses Edward Said’s thoughts on the role of intellectuals in the so-called regime of post-truth alongside the work of Deleuze and Guattari. I focus on Said’s caution against ‘the cult of expertise’ and ‘partisan policy intellectuals’ under neoliberal globalisation and compare his views on ‘intellectual exile’ with Deleuze and Guattari’s notion of ‘minor’. I contemplate the possibilities of living as a minor intellectual, whose cri…
Reframing educational governance and its crisis through the ‘totally pedagogised society’
This article contributes to the critical policy studies of educational governance and its crisis, through canvassing Basil Bernstein’s concept of the ‘totally pedagogised society’ (TPS). The TPS witnesses not only the growth of transnational private actors, but also the disjuncture between global and national agendas of reform, on the governance of knowledge and subjectivity. This argument is illustrated through a court case surrounding the inval…
The regime of 'post-truth: Covid-19 and the politics of knowledge
The emergence of ‘post-truth’ is often associated with the rise of conspiracy theories and the lack of trust in scientific knowledge. This article attempts to theorise the complex division of labour in this regime of ‘post-truth’, with reference to the COVID-19 pandemic/infodemic. First, we argue that the ‘post-truth’ condition mirrors what Foucault called the ‘will to truth’, and that this challenges the procedures and systems by which truth and…
Pedagogic rights, public education and democracy
In this paper, the argument that we make is that public education emerges from when democracy is put into practice in education. For the purposes of this paper we use pedagogic rights as proposed by Basil Bernstein as a way to frame and support this ‘putting into practice’. Democracy, we argue, has to be practiced in two senses: 1) it does not ‘exist’ but has to be continually renewed and brought to life between people, as such it is precarious a…
In between distributive and evaluative rules: Paradox of pedagogic (mis)governance
This article addresses the paradoxical nature of ‘pedagogic governance’, developed from Bernstein’s ‘pedagogic device’, that is, the use of pedagogic means (including knowledge) to govern entire populations in a ‘totally pedagogised society’. While knowledge structures have received extensive coverage, not much attention has been given to the tensions between/within the distribution and evaluation of curricular knowledge. Through Derrida, I elabo…
Is the 2019 Water Revolution a lesson of emancipatory education? A Rancièrean invitation
This paper starts with an apparently provocative question – can we call the 2019 Water Revolution in Hong Kong a lesson of emancipatory education which awakens students’ critical consciousness and brings the postcolonial regime into democratic renewal? The mass social unrest, which was initially triggered by a controversial extradition legislation, has prompted local journalism and political discourse to speak of ‘the failure of education’: an ou…
Beyond the anti-racist reason: A Postcolonial Perspective on Pandemic Politics
This article interrogates the politics of the COVID-19 pandemic from a postcolonial perspective. One alarming concern during the pandemic is the rise of racism against Asians all over the world. However, little explored behind media reports are the legacies, tensions and challenges left by imperial domination inherited from the past, especially within the postcolonial regimes in Asia, such as Hong Kong and China. Drawing upon postcolonialism as a…
Sociolinguistics Today: International Perspectives
Sociolinguistics Today (RLE Linguistics C: Applied Linguistics): International Perspectives
This collection of essays developed out of a conference held in Hong Kong in 1988. The aim was to provide a forum for an exchange of views between academics working within the field of sociolinguistics, in particular between those working in the West and those working in the East. Sociolinguistics Today has taken this aim a step further to produce an overview of contemporary research into sociolinguistics worldwide. The book contains articles by …
The regime of 'post-truth: Covid-19 and the politics of knowledge
The emergence of ‘post-truth’ is often associated with the rise of conspiracy theories and the lack of trust in scientific knowledge. This article attempts to theorise the complex division of labour in this regime of ‘post-truth’, with reference to the COVID-19 pandemic/infodemic. First, we argue that the ‘post-truth’ condition mirrors what Foucault called the ‘will to truth’, and that this challenges the procedures and systems by which truth and…
Beyond the anti-racist reason: A Postcolonial Perspective on Pandemic Politics
This article interrogates the politics of the COVID-19 pandemic from a postcolonial perspective. One alarming concern during the pandemic is the rise of racism against Asians all over the world. However, little explored behind media reports are the legacies, tensions and challenges left by imperial domination inherited from the past, especially within the postcolonial regimes in Asia, such as Hong Kong and China. Drawing upon postcolonialism as a…
Reframing educational governance and its crisis through the ‘totally pedagogised society’
This article contributes to the critical policy studies of educational governance and its crisis, through canvassing Basil Bernstein’s concept of the ‘totally pedagogised society’ (TPS). The TPS witnesses not only the growth of transnational private actors, but also the disjuncture between global and national agendas of reform, on the governance of knowledge and subjectivity. This argument is illustrated through a court case surrounding the inval…
Towards becoming a minor intellectual: Reading Edward Said alongside Deleuze and Guattari in the regime of post-truth
This article assesses Edward Said’s thoughts on the role of intellectuals in the so-called regime of post-truth alongside the work of Deleuze and Guattari. I focus on Said’s caution against ‘the cult of expertise’ and ‘partisan policy intellectuals’ under neoliberal globalisation and compare his views on ‘intellectual exile’ with Deleuze and Guattari’s notion of ‘minor’. I contemplate the possibilities of living as a minor intellectual, whose cri…
In between distributive and evaluative rules: Paradox of pedagogic (mis)governance
This article addresses the paradoxical nature of ‘pedagogic governance’, developed from Bernstein’s ‘pedagogic device’, that is, the use of pedagogic means (including knowledge) to govern entire populations in a ‘totally pedagogised society’. While knowledge structures have received extensive coverage, not much attention has been given to the tensions between/within the distribution and evaluation of curricular knowledge. Through Derrida, I elabo…
Sociolinguistics Today: International Perspectives
Sociolinguistics Today (RLE Linguistics C: Applied Linguistics): International Perspectives
This collection of essays developed out of a conference held in Hong Kong in 1988. The aim was to provide a forum for an exchange of views between academics working within the field of sociolinguistics, in particular between those working in the West and those working in the East. Sociolinguistics Today has taken this aim a step further to produce an overview of contemporary research into sociolinguistics worldwide. The book contains articles by …
Is the 2019 Water Revolution a lesson of emancipatory education? A Rancièrean invitation
This paper starts with an apparently provocative question – can we call the 2019 Water Revolution in Hong Kong a lesson of emancipatory education which awakens students’ critical consciousness and brings the postcolonial regime into democratic renewal? The mass social unrest, which was initially triggered by a controversial extradition legislation, has prompted local journalism and political discourse to speak of ‘the failure of education’: an ou…
Beyond the anti-racist reason: A Postcolonial Perspective on Pandemic Politics
This article interrogates the politics of the COVID-19 pandemic from a postcolonial perspective. One alarming concern during the pandemic is the rise of racism against Asians all over the world. However, little explored behind media reports are the legacies, tensions and challenges left by imperial domination inherited from the past, especially within the postcolonial regimes in Asia, such as Hong Kong and China. Drawing upon postcolonialism as a…
In between distributive and evaluative rules: Paradox of pedagogic (mis)governance
This article addresses the paradoxical nature of ‘pedagogic governance’, developed from Bernstein’s ‘pedagogic device’, that is, the use of pedagogic means (including knowledge) to govern entire populations in a ‘totally pedagogised society’. While knowledge structures have received extensive coverage, not much attention has been given to the tensions between/within the distribution and evaluation of curricular knowledge. Through Derrida, I elabo…
Pedagogic rights, public education and democracy
In this paper, the argument that we make is that public education emerges from when democracy is put into practice in education. For the purposes of this paper we use pedagogic rights as proposed by Basil Bernstein as a way to frame and support this ‘putting into practice’. Democracy, we argue, has to be practiced in two senses: 1) it does not ‘exist’ but has to be continually renewed and brought to life between people, as such it is precarious a…
Reframing educational governance and its crisis through the ‘totally pedagogised society’
This article contributes to the critical policy studies of educational governance and its crisis, through canvassing Basil Bernstein’s concept of the ‘totally pedagogised society’ (TPS). The TPS witnesses not only the growth of transnational private actors, but also the disjuncture between global and national agendas of reform, on the governance of knowledge and subjectivity. This argument is illustrated through a court case surrounding the inval…
The regime of 'post-truth: Covid-19 and the politics of knowledge
The emergence of ‘post-truth’ is often associated with the rise of conspiracy theories and the lack of trust in scientific knowledge. This article attempts to theorise the complex division of labour in this regime of ‘post-truth’, with reference to the COVID-19 pandemic/infodemic. First, we argue that the ‘post-truth’ condition mirrors what Foucault called the ‘will to truth’, and that this challenges the procedures and systems by which truth and…
Governing universal higher education through markets: A poststructural perspective on massification
The politics of Korean language textbooks in the two Koreas: Nationalism, ideologies and education
Difficult critique: Some psychoanalytic provocations from Freud and Lacan for anti-racist pedagogies in post-truth times
Towards becoming a minor intellectual: Reading Edward Said alongside Deleuze and Guattari in the regime of post-truth
This article assesses Edward Said’s thoughts on the role of intellectuals in the so-called regime of post-truth alongside the work of Deleuze and Guattari. I focus on Said’s caution against ‘the cult of expertise’ and ‘partisan policy intellectuals’ under neoliberal globalisation and compare his views on ‘intellectual exile’ with Deleuze and Guattari’s notion of ‘minor’. I contemplate the possibilities of living as a minor intellectual, whose cri…
Mathematics After Reform: Knowledge Economy, Curriculum Change, and Global Dilemmas
Ontological politics of decolonisation in comparative education
Teaching Beyond Normalisation: Rethinking Standards-Based Reforms Through Canguilhem
Standards-based reforms (SBRs), such as the Australian Professional Standards for Teachers (APST), have reshaped teachers’ work and redefined what counts as professional judgement and pedagogic practice. In this paper, we reflect on the logic of remedyism embedded in SBR policies such as the APST, through the theoretical lens of the French philosopher Georges Canguilhem. While such policies are widely understood to normalise teachers’ work in a F…
Politics (8 works) · Sociology (8 works) · Global Educational Policies and Reforms (7 works) · Educational Theory and Curriculum Studies (6 works) · Law (6 works) · Political science (6 works) · Epistemology (5 works) · Philosophy (5 works) · Argument (complex analysis (3 works) · Corporate governance (3 works)