Complexity theory and curriculum reforms in Hong Kong

Complexity theory and curriculum reforms in Hong Kong

• Morrison, Keith Inter-University Institute of Macau, Macau

Pedagogy, Culture & Society, 11(2), 279-302, 2003

Routledge

2003

• D Curriculum
  • DB Development & Evaluation
• P Social Context of Education
  • PF Religion & Education; Philosophy & Education ; Educational Thought

Education -- Curricula Educational Planning Hong Kong China

• Hong Kong

• 1997.7 onwards

• Unknown or Unspecified

Hong Kong is embarking on curricular and pedagogic reforms which replace modernist, Tylerian approaches to the curriculum with recommendations that echo many features of complexity theory. The nature of complexity theory-based curricula are outlined, and these are used to interrogate three seminal curriculum reform documents in Hong Kong. The article suggests that they embody a paradigm shift in curriculum thinking. However, given that complexity theory is not without its problems for curricula, a case is made for an eclectic approach to curriculum planning, and it is this that is taking place in Hong Kong's reformist agenda.
[Copyright of Pedagogy, Culture & Society is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/14681360300200174]

• English

Journal Articles

• 14681366

• 10.1080/14681360300200174

https://bibliography.lib.eduhk.hk/en/bibs/6061eae4

2010-09-08