The 1997 handover created demands for teaching Chinese culture at and above college level, including those being trained to be teachers. There have been debates on Chinese culture texts and relevant parts of the up-coming high school liberal studies syllabus. The criticisms reflect worries about indoctrinating patriotism and occasionally, losing the right to interpret Chinese culture to the national political centre. While using international scholarship in anthropology and other disciplines might answer some of these concerns, "internationalizing" alone does not help foster participation in interpreting Chinese culture or build a sense of community with alternative voices in the mainland. This paper describes attempts to introduce the work of mainland scholars in anthropology and other disciplines which transcend the tradition-versus-modernity and Chinese-versus-foreign dichotomies. As many of those authors do some of their writings for the mainland reading public, address current issues in mainland China, and often are concerned about empowerment through understanding marginalized traditions, the inclusion of more of their work in teaching Chinese culture in Hong Kong could help nurture "non-official" concepts of being Chinese without opting out of a sense of community that can benefit many on either side of the Hong Kong – mainland divide.

This is a narrative self study of the professional experience of a teacher educator on identity education in Hong Kong. In the process of promoting a set of teaching strategies to teacher educators, in-service and pre-service teachers of history and civic education, he was able to explore their perceptions on identity education for youngsters in Hong Kong after her political handover in 1997. It was found that while even educators felt ambivalent about their identities as Hong Kong Chinese, the directions and approaches for identity education also became controversial in the educational field in Hong Kong. This inquiry has demonstrated, with global significance, both the complexity of the issue of identity and the challenges of promoting identity education on a politically shifting landscape.

This paper reports and discusses on the initial stage of a study aiming to explore the relationship between students’ learning styles and their acceptance of using Second Life (SL) for learning. Par- ticipants in this study involved a small group of undergraduate students (N = 17) taking a Visual Arts course called ‘Digital Imaging’ at a university in Hong Kong. They were asked to create and showcase their own digital artwork in SL. Furthermore, they were also required to present their work and critique peers’ work in SL. Their learning styles were measured by the Index of Learning Styles (ILS), whereas their acceptance of Second Life for learning was evaluated by a questionnaire designed by the author. Preliminary findings of this study reveal that most participants were identified as visual learners (i.e. the ones who prefer to see in graphical/video representation). However, active learners (i.e. the ones who prefer to try something out to see how it works) were found more likely to accept the educational use of SL.
[Copyright © 2012 SciRes.]

一向以來，教師是「課程的被動者」，重視「教」學的內容，雖則在課後作出檢討，但卻未能全面地探討「為甚麼結果是這樣的？」及「我如何作有效的改善！」藉著香港教育學院在2003年推出一個嶄新的在職教師進修課程「小學教師專業發展課程──教育革新」，教師們在五星期內學習有關視覺藝術科的教學理論外，更需要在任教的學校以行動研究模式進行一個專題校本設計。本文是針對四個曾於2003-04年實施的研究個案：(一) 公共藝術在校內的實施──洗手間重塑計劃；(二) 黃大仙、立體聲：探討以聲音提昇學生的創造力；(三) 「參觀藝術館活動」如何提升藝術評賞的教與學；(四) 透過視覺藝術課程促進親子關係。教師們會以真實經驗講述整個實施過程，而討論者亦會藉著這四個個案在藝術與生活及教學反思兩方砷，探討教師在整個研究中對專業發展的成效與啟示。