Teachers shape secondary students' career development for social mobility with equal opportunities in a cohesive society. Concomitantly, young people have recently marched against socio-political challenges to the development of civil societies in different locations. A cross-case study of career education in different schools of a Chinese society was conducted to explore a paradoxical dilemma between teachers' inclusive development of the education for every student and the missing social inclusion of the society in an adverse socio-political situation. Students should be prepared for the sense of social inclusion. Implications of the dilemma for cultivating a cohesive civil society are also discussed. Copyright © 2022 Pergamon-Elsevier Science.

This study aims at exploring middle teacher leadership practices for social justice in career and life planning (CLP) education as part of the research collaboration developed in the International School Leadership Development Network (ISLDN) in the past decade. We have identified that young people face challenges to their career development in different types of public secondary schools led by various school leaders. Teacher leaders of the education, as informal or formal middle leaders, are responsible for the whole-school programme development, while senior secondary students are participants to be inspired about potential career pathways before graduation. However, allocation of students to different schools according to their academic achievement is a long-standing social justice issue. A framework of inclusivity was adopted for exploration of the teacher leaders' experiences of the issue in leading the education, and diverse young people's experiences of development in different secondary school types in Hong Kong. A qualitative approach was used for capturing the views of three teachers and three groups of students in three school types in answer to the research questions: What challenges facing the whole-school CLP education for different young people are derived from the social justice issue in secondary schooling? How do middle teacher leaders cope with challenges through their leadership practices in socially just CLP education for students in different types of school? What equal development opportunities for younger people's career pathways can be contextualised from the leadership practices in the schools? Although the students' self-understanding and competencies can generally be awakened, different interests and various abilities beyond academic performance are the common key factors of tailor-made CLP education for every student's development by the school types. A long-term commitment to social justice for youth's future pathways is also discussed.

Little research has been conducted to gain deeper understandings of policy change of piloting special educational need coordinators (SENCO) in a Chinese education community. In response to the change in policy towards regularisation of the SENCO, we examined a trajectory of policymaking for SEN support in Hong Kong's integrated education. Critical discourse analysis as a discursive method of analysing the local SEN practices in relation to the international policy development was adopted. The key questions are: What is the difference between this Chinese integrated education and international policy development for inclusion? What effects of the pilot SENCO have emerged in the policy and media texts in the Chinese integrated education? What recommendations can be derived to inform the regularisation of SENCOs in ordinary public schools? The findings shed light on the conceptual discrepancy between integrated and inclusive education in the policymaking. The economic considerations and administration accountability of the pilot SENCO affected the regularisation. As reflected in this Chinese integrated education, we also discuss the implications of changing the SENCO policy for quality SEN support in schools. Copyright ©Routledge.

A recent study of scholarship on educational leadership and management in East Asia identified a rapidly growing corpus of published studies focusing on educational leadership and management in Hong Kong. This article undertakes a "topographical analysis" of this literature with the aim of describing the nature of topics and research methods employed over the past decade. The authors analyze the body of articles published in a "core" set of eight educational leadership and management journals between 1995 and 2012. The descriptive study offers insights into the nature of this emergent literature from a single non-Western society.
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http://dx.doi.org/10.1080/15700763.2013.826809]