Presents a study which explored the feasibility of doing comparative education research while focusing on a single society. Focus on comparative historical education research in Hong Kong, China; Problems with periodization, agency, and terminology; Discussion on the issues related to colonialism; Conclusions.
[Copyright of Compare: A Journal of Comparative Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/0305792990290306 ]

This article aims to contribute to an understanding of principalship in Hong Kong through probing the formation and preservation of the deep leadership structures that shape its practice. Deep structures are formed partly through a dynamic relationship between constitution and culture which forms bounded "codes" of understanding, conduct and behaviour which combine to shape principalship in Hong Kong and power relationships within schools and collections of schools. After providing a brief historical snapshot of Hong Kong education development since 1945, the paper explores the recent context of principalship and how this influences its shape in schools. Discussion of context focuses on the interconnected elements of constitution and traditional culture. These factors are illustrated using the issues of principal selection and teacher and parent empowerment to show the influence of deep leadership structures on the principal and the system. Depending on the perspective taken, these can be understood as either supportive or obstructive to better school leadership.
[Copyright of Discourse is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/0159630042000178491]

This book examines the many ways in which education is responding to social changes in mainland China, Taiwan, and Hong Kong. The areas covered include educational policy, economic reforms, community development, and examinations.