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]

從教育計劃、免費及強迫教育、教育經費的來源、稅項、教學方決、社會責任、教育發展等各方面來分析香港教育問題。

The "Certificated Teachers' Pay Dispute in 1973" ("the Dispute") was, historically the first collective insurgency of indigenous teachers as well as the first industrial action taken by local civil servants. Teachers from publicly funded schools successfully claimed their economic demands from the then colonial administration. Prima facie the subject matter of this study seems to be concerned only with the economic interest of a certain group of people. However, an in-depth inquiry brings to the fore its underlying political theme, i.e. the redistribution of power. Herein I use the "Political Process Model" as the theoretical framework and the "struggling for power" as the conceptual tool to operate the empirical data. This study also verifies that the Dispute was the confluence of two major political processes, namely (1) an unprecedented political opportunity provided by changes in the political structure, and (2) the change of indigenous organizational strength. The notion of "collective grievances" cannot provide a convincing explanation of the issues aforesaid.
Academically, this study's significance is two-fold. First, by way of comparative study, it proves the applicability of the "Political Process Model" to an authoritarian polity, provided that adjustment is made on the basis of the parameters proposed by Cook (1996). That is to say, political opportunity is rare in a closed political system and only arises in a particular "proximate environment" or a certain specific period of time. It is non-structural. Therefore the opportunity can only be measured by its functionality, which includes the diminution of the possibility of suppression and the access to the polity. In respect of the latter, this study ushers in the new concept of "leverage" to explain how those groups far from the core of power used their numerical strength to successfully challenge the authoritarian colonial government.
Secondly, in the process of sorting out the historical context

Hong Kong educational system has faced drastic changes. In the past few years, there are various reform policies being implemented in view of the changes and needs in the new global economy. Grounded in the perspective of symbolic interactionism, the present life histories research studies the transformation of secondary school teachers' lives in the local context of education reforms, from 1997 to 2005. The results reveal how teachers narrate the teaching profession as pilgrimage, which explains the formation of the moral identity and the frame of reference of the practitioners.
Teachers treasure humanistic values, believe in development of young people through "life-to-life" long-term interaction, and trust in emancipation through education that delivers knowledge, fosters civic development and personal growth. However, in the context of education reforms dominated by the neoliberal, managerial and performativity discourse, the pilgrimage and its heritage have been threatened. The meso context, including the leadership style of principals and the organizational relationship among teachers, has impact on teachers comparable to that of the macro context of education reforms. It is through the meso context that education reforms are mediated, or distorted, in school level. Ontological narratives of teachers have become fragmented, as their character is being corroded in a context of education reforms and school culture that revitalize and redefine professional identity under the hegemonic discourse. Teachers engage in a reflexive project, which is a dynamic interaction of the self and the social context, with a role to be played by self-conscious emotions. Discussions would be made on the need for rebuilding the narrative identity of the teaching profession, together with the implications on implementation of education reforms in the local context.

Data for this study was collected from the Program for International Student Assessment in Hong Kong (HK-PISA), which was conducted in 2002. A total of 4405 fifteen-year-old students from 140 Hong Kong secondary schools completed the student assessment. A total of 4336 parents also completed the parent questionnaires. These questionnaires was used to provide information about family social capital and family background.
In conclusion, the results of this research support Coleman's thesis of social capital in the creation of human capital. It also underscores the importance of bridging social capital in student's learning. Finally, the given recommendations based on the results of this research may be useful for policy makers, educators and parents in assisting students to improve their learning and develop their potential fully.
The CFA results suggest that the applicability and validity of the indices related to the three types of capital created by OECD is fair, and therefore the local social context should be taken into consideration when modifying these indices for adoption in the research. The results of the HLM analysis demonstrate that most measures of family social capital are consistently associated with students' literacy. They also show that effects of the process attribute of social capital on student's achievement are stronger than that of the structural attribute. Among the social capital variables used at the individual-student level, students score higher if their parents communicate (both social and culturally) with them more and also if their parents expect their child to attend university. Among the social capital variables used at the school level, the school mean parental network has a stronger positive contextual effect on students' achievement. As for the variables of physical and cultural capital, only part of them has a significant effect on student's achievement, and the effect is weaker than that of family social capital.
The

For data collection, the researcher was attached to three Hong Kong secondary schools with average academic and extra-curricular activity performances for three months each during the past two years. Having got familiarized with the teachers and students through joining various formal and informal school activities, in the last month of his attachment, the researcher invited each teacher to be interviewed on the topic of extra-curricular activities and to be tape-recorded. In the end, 122 teachers agreed to be the participants in the interviews. The interview was conducted in a semi-structured way, in which the teacher first recounted and commented on his/her experience and impression of extra-curricular activities. The researcher then asked for clarifications and further exploration of his/her own conception, with the help of some "situation cards". In the whole interview process, the researcher adopted a "non judgmental" attitude towards the definition of "extra-curricular activities", only asking the interviewee questions on the clarity and consistency of his/her conception. Each interview lasted for about an hour. After the interviews, the recordings were converted into written scripts. Based on the interview process and scripts, the researcher sorted out various main themes and key words and proceeded with data analysis. After three stages of back-and-forth collation and with the number of cases reduced to forty, finally seven conceptions of extra-curricular activities have been constructed: Accountability, Attachment, Mould, Experience, Personal growth, Liberation, and Balance. The researcher has depicted the specific horizon, concepts and the relationship among concepts, and also compared and contrasted the distinctive features of each conception.
There are multifarious extra-curricular activities in Hong Kong secondary schools. Nearly every teacher participates in the activities. Different teachers infuse extra-curricular activities with diverse meanings