Taking Education Seriously as Reform

Curriculum policy research and its implications for Cultural Studies

Bibliographic Data

ID18982957
AuthorsStephen Ching-Kiu Chan (0000-0002-8861-3922, corresponding author), Stephen Chan (0000-0002-2312-2137), Muriel Law
Year2011
Volume25
Issue1
Pages25-41
Publication date2011-01-01
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueCultural Studies (JOURNAL)
Journal identifiersISSN: 0950-2386 • E-ISSN: 1466-4348
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/09502386.2011.534579
OpenAlexW2241104735
LanguageEN
Citations received2
References cited13

Drawing on findings from the extensive questionnaire survey and intensive case studies we conducted in Hong Kong secondary schools, this paper examines the interactions, tensions and gaps among the various stakeholders' visions, concerns and priorities as identified in the ongoing school reform. We examine the classroom dynamics of teaching and learning, the interactive pedagogical relationship involved, as well as the embedded institutional complexity in the schooling process, in order to understand what underlies the curriculum policy and education reform within the mainstream system. In view of the paramount significance of its evolvement in actual operation, we argue that education reform ought to be taken pragmatically but programmatically as the complexly embedded cultural process in which all the local practices and values of its stakeholders operate in the same cultural space. By conducting research on that interlocking cultural process, we also identify new options for Cultural Studies when education is taken seriously as the core of our intellectual project. [Copyright of Routledge. Full article may be available at the publisher's website: http://dx.doi.org/10.1080/09502386.2011.534579]

Political science · Sociology · Global Education and Multiculturalism · Global Educational Reforms and Inequalities · Hong Kong and Taiwan Politics

Tools

Open DOISci-Hub