An experiential learning-based integrated policy advocacy education model in Hong Kong: What works in a non-Western and partial democratic context?

An experiential learning-based integrated policy advocacy education model in Hong Kong: What works in a non-Western and partial democratic context?

• Wang, Julia Shu Huah The University of Hong Kong
• Chui, Cheryl Hiu Kwan The University of Hong Kong
• Jordan, Lucy The University of Hong Kong
• Chan, Kenneth Shing Kwan The University of Hong Kong

Journal of Social Work Education, 58(2), 346-364, 2022

Routledge

2022

• Q Philosophy of Education, Educational System & School At Different Levels
  • QA Education System; Categories of Schools

• Hong Kong

• 1997.7 onwards

• Unknown or Unspecified

This study examined the effectiveness of an experiential learning-based integrated policy advocacy education model in Hong Kong, a partially democratic and non-Western society. The model incorporated guest lectures, a mock hearing, a site visit, and an advocacy project. A mixed methods evaluation involving 144 students in quantitative surveys and 9 students in focus groups demonstrated that this model increased students' levels of political activity, political efficacy, competence in advocacy, and their intention to take future advocacy action despite what some have perceived to be a pessimistic and ambivalent environment for advocacy in Hong Kong. Interviews with six advocates also suggest that an ideal advocacy education model should incorporate theoretical teaching, social justice values, sharing experiences of field experts, practice, and action. Copyright © 2022 Routledge.

• English

Journal Articles

• 10437797

• 10.1080/10437797.2020.1817818

https://bibliography.lib.eduhk.hk/en/bibs/167b3572

2023-04-11