K J Kennedy
Dados Biográficos
| ID | 69269 |
|---|---|
| NOME | K J Kennedy |
| PRENOMES | K J |
| SOBRENOME | Kennedy |
| ASSINATURA | KENNEDY K J |
| AFILIAÇÕES | Education University of Hong Kong |
| ORCID | 0000-0003-1332-3004 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 32 |
| TOTAL DE CITAÇÕES | 27 |
| TOTAL COMO AUTOR | 32 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 1986 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 2 |
Citizenship education in Chinese scholarly discourse
The purpose of this paper is to clarify the concept of citizenship education in Chinese scholarly discourse. Using Heater’s framework, the findings are shown within the four dimensions: geography, elements, outcomes, and essence. These dimensions are isolated from one another, and the connections between them remain unexplored. From the perspective of geography, element and outcome, China’s citizenship education places greater emphasis on fosteri…
Functional literacy initiatives in Kazakhstan
Troubling Citizenship Education
Since 2020, universities in Hong Kong have been legally required to implement National Security Education (NSE). This study presents the first cross-institutional investigation into how undergraduate students experienced NSE and its impact on civic values. Data were collected through surveys and focus group interviews conducted across 11 higher education institutions, including both government-funded and non-government-funded universities. Quanti…
Higher education leadership for equity, diversity and inclusion
With the changing demographics of student and staff populations, evolving legal frameworks and political resistance there is a pressing need to assess how higher education leadership approaches equity, diversity, and inclusion (EDI). This paper provides a systematic review of English-language literature on higher education leadership for EDI from 2000 to 2024, covering a total of 68 works, including 38 journal articles, 25 book chapters, and five…
Self-Alienating Citizenship and the Making of Docile Citizens
This paper focuses on the dynamics of citizenship education in Gilgit-Baltistan (GB), situated in the northern part of Pakistan. GB stands out as a politically disputed territory where territorial autonomy is a contested field of inquiry because of citizenship anxieties and the limited self-governing competencies specific to the region within the broader political configuration of Pakistan. The study presented seeks to understand citizenship educ…
The tärbïe conundrum
The primary purpose of this paper is to examine the development of values education in contemporary Kazakhstan. We investigated educators’ conceptualization of tärbïe, which broadly encompasses values and social education, in the context of political transition in the nation. While the dimension of tärbïe aims for holistic education, findings indicated the significance of teachers’ internalized beliefs and experiences and their responses to socio…
Values and the new civics curriculum in Hong Kong
Under Chinese sovereignty since 1997, Hong Kong has a history of encouraging the development of Chinese values and national identity both in schools and among the local population generally. Anti-China protests in 2019 indicated that this goal remained problematic. Subsequently the school curriculum was revamped to make the foci of Chinese values and national identity more explicit. At the school level a compulsory senior secondary subject, Citiz…
Schoolteachers as reformers
Fostering scientific literacy (SL) is gaining global prominence and is being implemented across all educational levels. However, limited empirical research exists on its implementation in primary school science education. This study explores the implementation of a large-scale school education reform at the micro level of primary school classrooms, focusing on the extent to which day-to-day teaching practices support larger reform aims. Data were…
Developing Students' Global Skills
The aim of this case study was to reconcile Kazakhstani educators' self‐assessed readiness with actual outcomes, as highlighted by the 2018 Programme for International Student Assessment results in Western Kazakhstan. An online questionnaire survey of 340 prospective primary school teachers and 1200 in‐service teachers and a complementary document analysis of the Pedagogy course at a pedagogical university were conducted. Despite self‐reported re…
Muslim teachers’ voices on citizenship education
Pakistan is a Muslim majority country where Islamic values dominate the political landscape and inform socio-political ideals and practices. Islam therefore plays a vital role in shaping education and its narratives. The official discourse on citizenship education is a case in point. This appears fixated with the construction of nationhood, defined in Islamic terms, rather than promoting a rights-based discourse on citizenship. Against this backg…
Stop corrupting our children!’
‘Good’ citizens or ‘faithful’ Muslims? Contested narratives for citizenship education in Pakistan
One of the key objectives of citizenship education is to prepare future citizens who will meet the needs and the vision of their respective nations. In Pakistan, state-developed curricula are suffused with aspirations for developing both faithful Muslims and good citizens. This article is concerned with the ways teachers make sense of this official discourse equating faithful Muslims with good citizens. It uses thematic analysis to explore the in…
Beyond the nation state’
Multiculturalism in 'troubled' times
Superdiversity now highlights the complexity of diverse societies. Celebrating and encouraging diverse populations, therefore, remains a priority to ensure fair and equitable treatment for all. Multiculturalism, once seen as part of the solution to diversity issues, is now regarded as problematic, although this is by no means new. Asian contexts have rarely been hospitable milieus for liberal multiculturalism. Although diversity and heterogeneity…
Students’ Conceptions of 21st Century Education in Zimbabwe
The 21st century has ushered in accelerated new technologies, new knowledge and new information and the fourth industrial revolution (4IR) – causing rapid changes in the way humans live and work and resulting in an outcry for educational reforms globally. Many frameworks and debates centred on rethinking and reshaping the curriculum including what knowledge, skills, values and attitudes should be taught to prepare learners to thrive in the 21st c…
Curriculum as policy text
Curriculum reform was high on the agenda of South Africa’s post-apartheid governments. Yet as time passed, the initial reforms were seen as increasingly problematic, especially when pedagogical realities met policy priorities. There was reluctance on the part of policymakers to give up what was seen as the democratic imperative behind the reforms. Yet as schools struggled, public responses blamed inadequate attention to practical issues as underm…
Identities in Troubled Times
Discursive experiences can contribute to shaping lives and their identities. For minoritized youth in Hong Kong, the 2019 protest movement provided many such experiences, although very little has been heard about them. Instead, reporting has focused on the experiences of the dominant Chinese population. This paper aims to highlight the voices of minoritized youth in relation to the social movement that dominated Hong Kong in the second half of 20…
School leadership for civic learning
Currently, the challenges deriving from the complex and dynamic socio-political context in Hong Kong influence principals’ and teachers’ relationships and interactions. Academic autonomy in Hong Kong secondary schools is not simply granted by the principals, it is influenced by the society, school conditions and key stakeholders. This study employed qualitative methods to examine how principals negotiate the political context surrounding citizens…
Reconceptualization of support and policy for minoritised students with dis/abilities in Hong Kong
Minoritised students with dis/abilities in Hong Kong may face aggregated challenges. As a minoritised student with dis/ability or impairment, they may be doubly marginalised or triply marginalised, as in the case of a female or poor minoritised student with dis/ability or impairment. Little is known, however, about these students or about the underpinning philosophies of existing support. Adopting an intersectionality approach and dis/ability cri…
Adolescent religious engagement and democracy
Although the development of Asia adolescents’ citizenship values has been widely discussed, limited attention has been paid for the role of religion in shaping those values. The possibility has been suggested that Asian religious contexts may be understood differently from those in the West and research findings in those contexts are not necessarily applicable to Asia. This study, therefore, sought to understand further the association between th…
Being Asylum Seekers in Hong Kong
Most discourse related to refugees has been and continues to be related to humanitarian issues. Yet, humanitarianism as a theoretical framing is no longer sufficient for understanding refugee-fuelled migration. The politics of such migration currently dominate policy discourse and Hong Kong is no exception. Asylum seekers continue to seek refuge in a city that neither wants them, nor is sympathetic towards them. The study reported here seeks to u…
Education for all – but not Hong Kong’s ethnic minority students
School participation rates in Hong Kong are acknowledged to be high but not always for the city’s ethnic minority students. Case study was used to portray the ‘out of school’ phenomenon for ethnic minority students at a secondary school in Hong Kong through the experiences of one such ethnic minority student. Morshed, a Pakistani student, participated with the researchers in an unstructured in-depth interview. In addition, interviews were also co…
‘Out of School’ Ethnic Minority Young People in Hong Kong
Explaining Hong Kong Students’ International Achievement in Civic Learning
Constructions of civic education
Various terms have been used to define civic education (CE) in Hong Kong since the colonial era. This has been particularly true since 2011, when CE has been given many names, causing confusion among educators. Mixed methods were employed to examine teachers’ perceptions of different conceptions of CE expressed as moral, civic and national education. The findings indicate that some teachers might not be able to differentiate among moral education…
Education for all – but not Hong Kong’s ethnic minority students
School participation rates in Hong Kong are acknowledged to be high but not always for the city’s ethnic minority students. Case study was used to portray the ‘out of school’ phenomenon for ethnic minority students at a secondary school in Hong Kong through the experiences of one such ethnic minority student. Morshed, a Pakistani student, participated with the researchers in an unstructured in-depth interview. In addition, interviews were also co…
Researching ethnic minority students in a Chinese context
Research on and with ethnic minority students is characterised by a growing international literature that privileges ‘liberal multiculturalism’ as a lens through which to understand their experiences, yet ethnic diversity is constructed and responded to in many societies that are not underpinned by liberal democratic values. In this paper we use Joppke's binary to show how researching ethnic minority students outside of a liberal democratic frame…
Multiculturalism in 'troubled' times
Superdiversity now highlights the complexity of diverse societies. Celebrating and encouraging diverse populations, therefore, remains a priority to ensure fair and equitable treatment for all. Multiculturalism, once seen as part of the solution to diversity issues, is now regarded as problematic, although this is by no means new. Asian contexts have rarely been hospitable milieus for liberal multiculturalism. Although diversity and heterogeneity…
Creation of culturally responsive classrooms
Presently, there are a growing number of ethnic minority students in Hong Kong schools. This article examines teachers’ views of the cross-cultural experience of ethnic minority students, their influence on the performance of these students, and how the diverse learning needs of these students are being addressed. Qualitative data were collected from semi-structured interviews with 32 teachers from three secondary schools. This study shows that t…
Young citizens in Hong Kong
Being Asylum Seekers in Hong Kong
Most discourse related to refugees has been and continues to be related to humanitarian issues. Yet, humanitarianism as a theoretical framing is no longer sufficient for understanding refugee-fuelled migration. The politics of such migration currently dominate policy discourse and Hong Kong is no exception. Asylum seekers continue to seek refuge in a city that neither wants them, nor is sympathetic towards them. The study reported here seeks to u…
Designing Curriculum Materials for Multicultural Education
This article is concerned with the decision-making processes that took place in a multicultural curriculum development project. An examination of those processes has highlighted some significant issues concerning the nature of multicultural education.The project was entitled “An Indian Ocean People.” It sought to portray the family life styles of ethnic groups whose country of origin was in the Indian Ocean region but who were now resident in Wes…
National Initiatives in Curriculum
National initiatives in curriculum
Theories of Motivation in Addiction Treatment
This study explored the relationship between 2 theories of motivation: self-determination theory (SDT) and the transtheoretical model of change (TTM), and sought to determine whether the source of motivation described by SDT would predict TTM's stage of change. SDT was operationalized as the level of internal or external motivation for treatment, and TTM was operationalized as 3 stages of change: precontemplation, contemplation, and action. Our d…
Young citizens in Hong Kong
Researching ethnic minority students in a Chinese context
Research on and with ethnic minority students is characterised by a growing international literature that privileges ‘liberal multiculturalism’ as a lens through which to understand their experiences, yet ethnic diversity is constructed and responded to in many societies that are not underpinned by liberal democratic values. In this paper we use Joppke's binary to show how researching ethnic minority students outside of a liberal democratic frame…
Creation of culturally responsive classrooms
Presently, there are a growing number of ethnic minority students in Hong Kong schools. This article examines teachers’ views of the cross-cultural experience of ethnic minority students, their influence on the performance of these students, and how the diverse learning needs of these students are being addressed. Qualitative data were collected from semi-structured interviews with 32 teachers from three secondary schools. This study shows that t…
‘Out of School’ Ethnic Minority Young People in Hong Kong
Explaining Hong Kong Students’ International Achievement in Civic Learning
Constructions of civic education
Various terms have been used to define civic education (CE) in Hong Kong since the colonial era. This has been particularly true since 2011, when CE has been given many names, causing confusion among educators. Mixed methods were employed to examine teachers’ perceptions of different conceptions of CE expressed as moral, civic and national education. The findings indicate that some teachers might not be able to differentiate among moral education…
Education for all – but not Hong Kong’s ethnic minority students
School participation rates in Hong Kong are acknowledged to be high but not always for the city’s ethnic minority students. Case study was used to portray the ‘out of school’ phenomenon for ethnic minority students at a secondary school in Hong Kong through the experiences of one such ethnic minority student. Morshed, a Pakistani student, participated with the researchers in an unstructured in-depth interview. In addition, interviews were also co…
Being Asylum Seekers in Hong Kong
Most discourse related to refugees has been and continues to be related to humanitarian issues. Yet, humanitarianism as a theoretical framing is no longer sufficient for understanding refugee-fuelled migration. The politics of such migration currently dominate policy discourse and Hong Kong is no exception. Asylum seekers continue to seek refuge in a city that neither wants them, nor is sympathetic towards them. The study reported here seeks to u…
Adolescent religious engagement and democracy
Although the development of Asia adolescents’ citizenship values has been widely discussed, limited attention has been paid for the role of religion in shaping those values. The possibility has been suggested that Asian religious contexts may be understood differently from those in the West and research findings in those contexts are not necessarily applicable to Asia. This study, therefore, sought to understand further the association between th…
School leadership for civic learning
Currently, the challenges deriving from the complex and dynamic socio-political context in Hong Kong influence principals’ and teachers’ relationships and interactions. Academic autonomy in Hong Kong secondary schools is not simply granted by the principals, it is influenced by the society, school conditions and key stakeholders. This study employed qualitative methods to examine how principals negotiate the political context surrounding citizens…
Reconceptualization of support and policy for minoritised students with dis/abilities in Hong Kong
Minoritised students with dis/abilities in Hong Kong may face aggregated challenges. As a minoritised student with dis/ability or impairment, they may be doubly marginalised or triply marginalised, as in the case of a female or poor minoritised student with dis/ability or impairment. Little is known, however, about these students or about the underpinning philosophies of existing support. Adopting an intersectionality approach and dis/ability cri…
Students’ Conceptions of 21st Century Education in Zimbabwe
The 21st century has ushered in accelerated new technologies, new knowledge and new information and the fourth industrial revolution (4IR) – causing rapid changes in the way humans live and work and resulting in an outcry for educational reforms globally. Many frameworks and debates centred on rethinking and reshaping the curriculum including what knowledge, skills, values and attitudes should be taught to prepare learners to thrive in the 21st c…
Curriculum as policy text
Curriculum reform was high on the agenda of South Africa’s post-apartheid governments. Yet as time passed, the initial reforms were seen as increasingly problematic, especially when pedagogical realities met policy priorities. There was reluctance on the part of policymakers to give up what was seen as the democratic imperative behind the reforms. Yet as schools struggled, public responses blamed inadequate attention to practical issues as underm…
Identities in Troubled Times
Discursive experiences can contribute to shaping lives and their identities. For minoritized youth in Hong Kong, the 2019 protest movement provided many such experiences, although very little has been heard about them. Instead, reporting has focused on the experiences of the dominant Chinese population. This paper aims to highlight the voices of minoritized youth in relation to the social movement that dominated Hong Kong in the second half of 20…
‘Good’ citizens or ‘faithful’ Muslims? Contested narratives for citizenship education in Pakistan
One of the key objectives of citizenship education is to prepare future citizens who will meet the needs and the vision of their respective nations. In Pakistan, state-developed curricula are suffused with aspirations for developing both faithful Muslims and good citizens. This article is concerned with the ways teachers make sense of this official discourse equating faithful Muslims with good citizens. It uses thematic analysis to explore the in…
Beyond the nation state’
Multiculturalism in 'troubled' times
Superdiversity now highlights the complexity of diverse societies. Celebrating and encouraging diverse populations, therefore, remains a priority to ensure fair and equitable treatment for all. Multiculturalism, once seen as part of the solution to diversity issues, is now regarded as problematic, although this is by no means new. Asian contexts have rarely been hospitable milieus for liberal multiculturalism. Although diversity and heterogeneity…
The tärbïe conundrum
The primary purpose of this paper is to examine the development of values education in contemporary Kazakhstan. We investigated educators’ conceptualization of tärbïe, which broadly encompasses values and social education, in the context of political transition in the nation. While the dimension of tärbïe aims for holistic education, findings indicated the significance of teachers’ internalized beliefs and experiences and their responses to socio…
Values and the new civics curriculum in Hong Kong
Under Chinese sovereignty since 1997, Hong Kong has a history of encouraging the development of Chinese values and national identity both in schools and among the local population generally. Anti-China protests in 2019 indicated that this goal remained problematic. Subsequently the school curriculum was revamped to make the foci of Chinese values and national identity more explicit. At the school level a compulsory senior secondary subject, Citiz…
Schoolteachers as reformers
Fostering scientific literacy (SL) is gaining global prominence and is being implemented across all educational levels. However, limited empirical research exists on its implementation in primary school science education. This study explores the implementation of a large-scale school education reform at the micro level of primary school classrooms, focusing on the extent to which day-to-day teaching practices support larger reform aims. Data were…
Developing Students' Global Skills
The aim of this case study was to reconcile Kazakhstani educators' self‐assessed readiness with actual outcomes, as highlighted by the 2018 Programme for International Student Assessment results in Western Kazakhstan. An online questionnaire survey of 340 prospective primary school teachers and 1200 in‐service teachers and a complementary document analysis of the Pedagogy course at a pedagogical university were conducted. Despite self‐reported re…
Sociology (24 obras) · Political science (20 obras) · Pedagogy (18 obras) · Gender Studies (13 obras) · Global Education and Multiculturalism (13 obras) · Psychology (13 obras) · Citizenship (10 obras) · Educator Training and Historical Pedagogy (10 obras) · Law (9 obras) · Politics (9 obras)