How gender operates is a key factor in the ways in which physical education is organized, taught and experienced by students and teachers. This essay highlights the gendered contours of the history of physical education development in Hong Kong, its Chinese heritage and its colonial foundations - the persistent influence of British approaches to physical education teacher education and the promotion of sport. The paper is a collaborative work between Chinese-born and Western scholars. It examines the relative influences of Chinese attitudes towards gender roles and the active, sporting body and the continued impact of Western approaches to physical education and sport in a post-colonial society.
[Copyright © 2005 Taylor & Francis Group, an informa business.]

This study examines two factors affecting children's school journeys – independent mobility and accessible school opportunities. Two time-geography based indicators, the spatial extent of potential path area and the number of weighted school places reachable (labelled OPP), are estimated. Multi-level modelling has been developed to analyse the interplay of individual, household and neighbourhood factors. Hong Kong is used as a case study because the neighbourhood effects on school provision within compact cities have not been well studied. The results show that 30.4% of the children's school journeys were made without adult companions. Half of the children walked to schools. The multi-level analysis suggests that nearly 90% of the variance in both indicators was found at the individual level. Neighbourhood, though not a decisive factor, does have impacts on the number of accessible school choices.
Copyright of Children's Geographies is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/14733285.2013.828450

For the past few decades, cultural studies scholars and critical educators in such contexts as North America, Australia and the UK have called upon their fellow scholars to cross disciplinary borders in framing and addressing educational issues. Inter-disciplinary work as such would recognize cultural studies as bodies of knowledges and approaches to be applied in new educational settings. It would also acknowledge the need for more and better studies of schooling in order to reflect on the problematics of the sites in their specific historical and institutional contexts. This paper discusses my earlier work that investigated a pedagogical issue of project learning in the Hong Kong senior secondary school subject Liberal Studies as a case of doing cultural studies and education between the disciplinary borders of the two fields. The paper examines the interdisciplinary conceptual-analytical framework of drama and the performative I adopted to understand the complex nature of project learning as a mode of learning. It ends by reflecting on the spaces such an interdisciplinary analytical framing might open for cultural studies' interventions into the schooling system.
Copyright of Cultural Studies is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/09502386.2014.900099

Empirical evidence of Asian students' traditional citizenship values was provided in the Asian Regional Module (ARM) of the International Civic and Citizenship Study. This paper is based on a secondary analysis of the ARM data. Three issues are addressed. First, a theoretical analysis of the ARM constructs contributes to their construct validity. Second, the endorsement of these constructs by students from five Asian societies is compared indicating that some of the differences between societies were statistically significant, although effect sizes were generally weak or moderate. Third, the predictive validity of the constructs was examined. They had a small but differential effect on students' civic knowledge and a generally negligible effect on school participation. Variance at school and individual level accounted for by the ARM constructs differed across societies. The implications of these results for civic education and future research in the field are discussed.
[Copyright of Educational Psychology is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/01443410.2013.775003]

This article reported the outcome of an adapted British parenting programme in Hong Kong which aimed at reducing parent-adolescents conflicts. Adolescents' outcome was measured by Strength and Difficulties Questionnaire (SDQ) and parent's parenting stress was measured by parenting stress Index short form (PSI-SF). The level of conflict between parents and their adolescents was measured by parent-adolescent conflict scale (PAC). The study showed that parents of the experimental groups showed significant decrease in parenting stress after the programme. SDQ showed significant decrease in adolescents' difficulties and significant decrease in conflict between parents and their adolescents. Significant between group differences was observed between experimental groups and comparison group in parent child dysfunction interaction and granting of autonomy to their children. Participant satisfaction survey indicated majority of parents perceived the programme as helpful to their parenting as well as reducing conflict with their adolescents. The presence study showed a promising design of a parenting programme that support parents of adolescents in facing their conflicts with their adolescents.
[Copyright of Revista de Cercetare si Interventie Sociala is the property of Lumen Publishing House.]