Taking education seriously as reform: Curriculum policy research and its implications for cultural studies

Taking education seriously as reform: Curriculum policy research and its implications for cultural studies

• Chan, Stephen Lingnan University
• Law, Muriel

Cultural Studies, 25(1), 25-41, 2011

Routledge

2011

• G Curriculum, Teaching & Learning: Specific Disciplines
  • GJ Interdisciplinary
• R Educational Policy & Administration
  • RG Education Reforms

Education As Reform Culture As Pedagogy Curriculum Policy Student Teacher Classroom Dynamics Integrated Humanities Liberal Studies Anthropology

• Hong Kong

• 1997.7 onwards

• Secondary Education

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]

• English

Journal Articles

• 09502386

• 10.1080/09502386.2011.534579

https://bibliography.lib.eduhk.hk/en/bibs/a2f76e6e

2014-07-11