The unintended hegemonic effects of a limited concession: Institutional incorporation of Chinese schools in post-war Hong Kong

The unintended hegemonic effects of a limited concession: Institutional incorporation of Chinese schools in post-war Hong Kong

• Wong, Ting Hong Academia Sinica, Taiwan

British Journal of Sociology of Education, 33(4), 587-606, 2012

Routledge

2012

• R 教育政策與管理
  • RC 教育規劃及決策程序、教育體系行政
• R 教育政策與管理
  • RE 學校內部管理、學校與家長之關係
• R 教育政策與管理
  • RF 學校監管制度、問責性及視學 / 查察︰教育指標學校教育質素資源、學校私營化
• P 香港教育各層面與外地之比較
  • PA 香港教育史
    • PAB 香港教育史 (1945-1997.6)
• P 香港教育各層面與外地之比較
  • PA 香港教育史
    • PAC 香港教育史 (1997.7-)

Chinese Languages Language Schools Educational Sociology Education Policy Historical Analysis School Finance Political Power

• Hong Kong

• 1945-1949
• 1950s
• 1960s
• 1970s
• 1980s
• 1990-1997.6

• 小學教育
• 中學教育

Using the case of Chinese schools in post-Second World War Hong Kong, this paper explores the unintended consequences of an incomplete hegemonic project. After World War II, anti-imperialist pressures and rising educational demands in the local setting propelled the colonial authorities to be more active in providing and funding Chinese schools. This development created a considerable number of vernacular institutions that were either directly state-run or generously government-financed. Nevertheless, this concession was circumscribed because the regime eschewed universal and compulsory education, and many Chinese schools remained private and unaided. Producing three different types of vernacular institutions, the state's partial incorporation of Chinese institutions unwittingly divided these schools and pre-empted them from forming a united, antagonistic identity. These findings urge us to examine carefully, when using Gramsci's concept of hegemony, the extent of compromise the powerful have actually conceded. They also hint that hegemony should not be conceived only as a conscious, conspiratorial project, for state practices occasioned by conjunctural forces may produce unintended consequences that have profound repercussions on political power.
[Copyright of British Journal of Sociology of Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/01425692.2012.674789]

• 英文

期刊論文

• 01425692

• 10.1080/01425692.2012.674789

https://bibliography.lib.eduhk.hk/tc/bibs/159e514e

2014-01-18