Significance of narrative knowing in student-centered university education curricula: A Hong Kong perspective

Significance of narrative knowing in student-centered university education curricula: A Hong Kong perspective

• Yu, Wai Ming The Education University of Hong Kong
• Lee, Chi Kin John The Education University of Hong Kong

Curriculum and Teaching, 33(1), 39-53, 2018

James Nicholas Publishers, Pty. Ltd.

2018

• Q Philosophy of Education, Educational System & School At Different Levels
  • QE Post-Secondary Education

Higher Education Student-centered University Education Narrative Knowing Narrative Pedagogy General Education

• Hong Kong

• 1997.7 onwards

• Post-Secondary Education

This paper was inspired by three important concerns in higher education, namely, changes in higher education curricula (Bourner, 2004), concept of a fully functioning university (Bourner, 2008), and nature of education, such a university offers (Bourner, Heath, & Rospigliosi, 2013). To prepare university graduates for the unpredictable changes and diversified needs of a fast-growing world, the authors explore the use of narrative knowing in designing a student-centered curriculum. This paper reports the learning achieved by students when a Hong Kong university applies the under-developed narrative pedagogy in teaching and learning. Copyright © 2018 James Nicholas Publishers.

• English

Journal Articles

• 0726416X

• 10.7459/ct/33.1.04

https://bibliography.lib.eduhk.hk/en/bibs/a7576a37

2018-09-10