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  • Journal Articles

    1. Adolescent religious engagement and democracy: A comparison of student attitudes in Hong Kong and South Korea
    Document Type: Journal Articles
    Source: Compare, 2020
    Year published: 2020
    Publisher: Routledge
    Although the development of Asia adolescents’ citizenship values has been widely discussed, limited attention has been paid for the role of religion in shaping those values. The possibility has been suggested that Asian religious contexts may be understood differently from those in the West and research findings in those contexts are not necessarily applicable to Asia. This study, therefore, sought to understand further the association between the religious engagement of Asian adolescents’ and democratic values. The results indicated that attitudes to equality were moderately influenced by an understanding of democracy while religious engagement showed small, negative or non-significant associations with equality. Students’ understanding of democracy did not mediate the effect of students’ religious engagement. These results provide further support for the view that in Asian contexts religious engagement may not necessarily provide a conductive environment for supporting traditional democratic values. Copyright © 2020 British Association for International and Comparative Education.
  • Journal Articles

    2. Teaching about and for social justice in teacher education in Hong Kong
    Document Type: Journal Articles
    Source: Citizenship, Social and Economics Education, 19(3), 211-227, 2020
    Year published: 2020
    Publisher: Sage Publications Ltd.
    This paper analyses the learning impacts of a social justice learning unit, which was implemented through three lectures in each of two undergraduate teacher education courses in 2017/18 across two semesters. The design of the unit allows for social inquiry and experiential learning in the undergraduate curriculum. A sequential mixed-methods design was adopted, with pre and post questionnaire and interview data gathered from undergraduate students. We argue that learning and applying social justice concepts through group inquiry and other learning activities on social justice related issues, together with an experiential learning site visit, can facilitate the development of understanding of both the concept and application of social justice, a positive perception towards ethnic minorities and a desire for further learning and engagement in the community. This study would be useful for any university educators who want to teach about and for social justice in ways that may help students to develop an increased willingness for community service. Copyright © 2020 The Author(s).
  • Conference Papers

    3. Ignoring history and facts: The ongoing politicisation of Hong Kong education
    Document Type: Conference Papers
    Conference: The SoE Virtual Doctoral Conference 2020: Mapping and Making Research in Shifting Landscapes - Are You Building Bridges or Getting Lost? (2020: University of Bristol, UK)
  • Book Chapters

    4. 香港中小學課綱的規劃現況與實施歷史:歷史和背景,以及規劃之整體特色
    Document Type: Book Chapters
    Pages: 167-220
    Year published: 2020
    City published: 台北市
    Publisher: 五南圖書出版公司
  • Conference Papers

    5. Multicultural education in Hong Kong? Challenges and opportunities
    Document Type: Conference Papers
    Conference: Comparative Education Society of Hong Kong (CESHK) Annual Conference 2013 (2013: The Chinese University of Hong Kong, Hong Kong)
    Multicultural education in many industrialized, diverse societies aims to positively represent and include minority groups in the curriculum. Though there is some discussion of this aim in Hong Kong curriculum, the positive inclusion of minorities in subjects dealing with social life remains minimal. This paper aims to defend the need for multicultural education in Hong Kong by comparing the sociological and representational challenges there with those of other societies with traditions of multicultural education. Using comparative methods this project provides sociological and historical context to multicultural education programs in diverse societies including Canada, the United States, France, Japan, and South Africa. The historical backdrop of these countries will be considered as well as the nature of their multicultural education. Hong Kong faces unique dilemmas in developing multicultural education, including the problem of prejudice toward mainland Chinese people, and the common notion that to be a Hong Konger one must be both (a) of Chinese (Han) ethnicity, and (b) Chinese (Cantonese and/or Mandarin) speaking. This paper will examine these and related issues in the context of the broader comparative discussion, also considering other essential challenges to the concept of multicultural education. Copyright © 2013 The CESHK Annual Conference.
  • Conference Papers

    6. The effect of stereotypical teaching materials: Minority representations and multiculturalism in Hong Kong schools
    Document Type: Conference Papers
    Conference: Conference on “Receptivity and Responsibility: Are Mainstream Schools Prepared for Hong Kong’s Ethnic Minority Students?” (2015: The University of Hong Kong, Hong Kong, China)
  • Conference Papers

    7. Comparing perspectives on religious education: The treatment of religion in Hong Kong liberal studies
    Document Type: Conference Papers
    Conference: 59th Annual Conference of the Comparative and International Education Society (CIES 2014): Revisioning Education for All (2014: Sheraton Centre Toronto Hotel, Toronto, Canada)
    1. Objectives or purposes of the paper.The primary purpose of this paper is to analyze how religion is portrayed and explored within the Liberal Studies curriculum in Hong Kong schools. Liberal Studies is the main place for social studies and moral and civic education in Hong Kong today, as one of four required subjects (alongside math, English, and Chinese). Liberal Studies aims in part “to help students appreciate and respect diversity in cultures and views in a pluralistic society.” However, it is also a new part of curriculum which teachers can find hard to implement. This paper specifically analyzes how religion is discussed and described in Liberal Studies curriculum materials including major textbooks used, as textbooks are thus far often directing the course of classroom teaching in Liberal Studies.2. Main perspective or theoretical/conceptual framework used.A comparative multicultural framework undergirds this project. The researcher’s past experience in multicultural religious education in the United States informs the choice of topic. Though both the United States and Hong Kong are proudly diverse places with strong traditions of religious freedom, Hong Kong lacks the tradition of common schooling of many Western societies and its aim to help students understand and assimilate with one another. As a result, the multicultural content may not be as celebratory about diversity there. Additionally, in Hong Kong it is understood that individuals can participate in various religious traditions at the same time, while in Western societies people tend to be more exclusive in their religious belief or unbelief. Though comparisons of multiculturalism in education are a backdrop to this project, its ultimate aim remains to consider whether students are learning what they should learn to understand religiously diverse others from the Liberal Studies curriculum, from an intercultural-multicultural stance which values dialogue and initial respect and good faith in the midst
  • Conference Papers

    8. Teachers’ narratives of cultural responsiveness and multicultural competency in Hong Kong schools
    Document Type: Conference Papers
    Conference: The Korean Association for Multicultural Education The 11th International Conference (KAME 2019): Multicultural Education and Diversity: Driving the Potential for Changing Societies in a Globalizing World (2019: Seoul National University, Seoul, Korea)
  • Conference Papers

    9. A preliminary examination of the concept of altruism as an aim of education
    Document Type: Conference Papers
    Conference: The 43rd Annual Conference of the Philosophy of Education Society of Australasia: Measuring up in Education, Melbourne Graduate School of Education (2013: Melbourne Graduate School of Education, Carlton, Australia)
    Many are concerned with education’s role in preparing societies to meet challenges related to globalization. Among various educational aims related to globalization is that of developing in young people a critical awareness of the lives of disadvantaged people, in their communities and across the world, to become compassionate, or socially responsible, ‘global citizens’. This general interest is shared by policy makers envisioning global or twenty-first century citizenship education, as well as by philosophers of education and social justice-oriented teachers. However, the aim of such education or its most appropriate pedagogy or schooling context is not always spelled out, owing to the controversial nature of various interpretations and recommendations related to poverty and injustice today (i.e., economic redistribution versus austerity; privatisation versus socialism).In this essay, I ask whether altruism can be usefully elaborated as an educational aim for global citizenship and social responsibility. First, I examine philosophical treatments of altruism such as by Thomas Nagel and Lawrence Blum, and consider the educational implications of significant features of a useful definition of the concept. Next, I juxtapose these views with those of Confucian and Buddhist scholars, to consider whether a universal value of altruism for contexts of west and east is plausible. Finally, I apply my conceptualization of altruism to Hong Kong curriculum, providing a concrete context for considering altruism as a useful educational aim. I end by highlighting the tension of teaching for altruism in settings (unlike Hong Kong) where moral education is contentious, while citizenship education is not. Copyright © 2013 PESA CONFERENCE.
  • Conference Papers

    10. Discourses of gender in Hong Kong New Senior Secondary Liberal Studies: Implications for policy makers
    By: Liu, Yiqi
    Document Type: Conference Papers
    Conference: 2016 American Educational Research Association (AERA) Annual Meeting (2016: Washington D.C., USA)
    This paper examines the gender components in the Hong Kong New Senior Secondary Liberal Studies (NSSLS) and evaluates whether the various discursive construction of gender converge to education of gender equity. Using Reisigl and Wodak (2009)'s discourse-historical approach to critical discourse analysis, the study analyzes the gender discourses in the Liberal Studies Curriculum and Assessment Guide (secondary 4-6) (2007). It is found that inconsistent and contradictory conceptions of gender are existent in the curriculum document. I therefore call upon policy makers to warn against the nuanced ways in which gender inequality can be implicitly embedded in curriculum documents. The study is the first empirical study that examines gender politics in secondary general education in Hong Kong. Copyright © 2016 American Educational Research Association.
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