Developing Integrated Arts Curriculum in Hong Kong
Chaos Theory at Work
Bibliographic Data
| ID | 12010089 |
|---|---|
| Authors | Marina Wai-yee Wong (0000-0003-2364-8435, Hong Kong Baptist University, corresponding author), Marina Wong |
| Year | 2013 |
| Volume | 43 |
| Issue | 2 |
| Pages | 210-232 |
| Publication date | 2013-03-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Curriculum Inquiry (JOURNAL) |
| Journal identifiers | ISSN: 0362-6784 • E-ISSN: 1467-873X |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1111/curi.12011 |
| OpenAlex | W2169159540 |
| Language | EN |
| References cited | 24 |
This article reports the development of integrated arts curriculum in two Hong Kong secondary schools over a 9‐year period. Initial findings display a range of individual responses to educational change that are both non‐predictable and non‐linear. Chaos theory is used to explain these varied responses in terms of bifurcations. The findings of this study are presented as a narrative that posits a developmental model comprising personal and external domains being informed by contextual feedback. Personal domains refer to the teachers’ education, their teaching experience and their motivational energies to improve their professional status quo. External domains refer to such contextual influences as educational policies, students, colleagues and school administration. Bifurcation explains why integrated arts curriculums impact different schools and individuals in different ways. Four factors are identified to have contributed to the failure or success of integrated arts curriculum: (1) school management support, (2) individual teachers’ specialized knowledge, (3) feedback that regenerates and redefines curriculum design, and (4) teacher autonomy and professional growth. A conclusion is drawn that questions the final form of Hong Kong integrated arts curriculum which retains the non‐integrated features of subject specialisation and individual teaching rather than co‐teaching
Autonomy · Curriculum · Curriculum development · Curriculum mapping · Curriculum theory · Mathematics education · Narrative · Pedagogy · Political science · Professional development · Sociology · Status quo · Subject (documents · The arts · Art Education and Development · Computer Science · Diverse Music Education Insights · Psychology · Teacher Education and Leadership Studies
Educational research
The New Meaning of Educational Change
Radical Constructivism
The art of case study research
Playing with Chaos
Unpredictability and Indeterminism in Human Behavior
Cross-Curricular Themes and Curriculum Reform in Hong Kong
Art as Experience (1934)
Three strategies for interdisciplinary teaching
| Citation velocity | historical |
|---|---|
| Highly cited | No |