The absence of women academics in the most senior ranks and leadership roles in higher education is both an international phenomenon and an enduring social justice issue. This article provides an original insight into the 'policy' response to the underrepresentation of women academics as senior leaders in three case-study universities in Hong Kong. Based on documentary analysis and interviews with 35 women academics, the research indicates: 'gaps' between institutions voicing a commitment to gender equality and actual practice; middle management being a 'sticking point' in bringing about cultural change; a lack of understanding by some male colleagues of the barriers women face in the profession; a rejection of positive or affirmative action by interviewees; and a policy context that is focused upon equal treatment. Copyright © Routledge.

Purpose: The function of early childhood education (ECE) has shifted from mothering to nurturing child development in Hong Kong. Teaching in kindergartens seems to be more attractive to men nowadays. The purpose of this paper is to explore the issues of male participation in ECE through a case study of a local kindergarten. Design/methodology/approach: A case study methodology was used in the research design and the data were collected through semi-structured interviews. The interviewees all came from a single, case study school, and included the kindergarten principal, head teacher, teachers, both Chinese and foreign nationals, and parents. Findings: The findings of the study indicated that most of the school staff support hiring male teachers in kindergartens and perceive that male teachers play an important role in educating young children. On the other hand, the views of parents who participated in the study were divided. This reflects gender bias on the part of parents. Originality/value: Minimal research on male participation in kindergartens has been conducted in Hong Kong. The findings of the study shed some light on the issues of male participation in ECE in a Chinese context. It is argued that overcoming the low participation of male teachers in ECE will require changes in deeply rooted institutional and management practices. From a wider perspective, providing better career prospects and improving the professional status of kindergarten teachers will attract more men to teach in kindergartens.
[Copyright © Emerald Group Publishing Limited].

Concern over high and persistent levels of poverty and inequality have focused attention on the broader issue of social disadvantage in Hong Kong. The social exclusion framework provides a new perspective that shifts the focus away from purely economic causes to the social processes that prevent people from participating, although conceptual and definitional ambiguities present conceptual and practical challenges to empirical research on exclusion. This paper presents results from a comprehensive survey that allows the extent and nature of social exclusion in Hong Kong to be estimated for the first time. Attention focuses on examining the broad profile of exclusion, and on the association between social exclusion and a series of indicators of subjective well-being (SWB). The overlap between social exclusion and poverty is also examined, the results showing that the two are different and are associated with different levels of well-being.
Copyright of Journal of Asian Public Policy is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/17516234.2013.873338

Over the past two decades, the feminisation of primary school teaching has been identified by the media and government officials in Western countries as an important contributing factor to boys' academic problems. This panic, which has been criticised by feminists as a backlash and a form of recuperative politics, has promoted the development of research into gender and education, particularly studies related to the gendered culture of primary schools and on the masculinities of male teachers. However, male primary principals remain relatively under-researched in the literature, despite the importance of their structural position and increasing concern over the masculinisation of school leadership. This paper aims to contribute to the discussion by critically analysing the interpretive frameworks of 12 male primary school principals. The findings reveal not only the complex, contradictory and at times culturally specific gendered discourses that some male principals employ, but also their feminising and masculinising effects on the school workplace and leadership.
[Copyright of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/09540253.2011.611041]

Achieving equality remains a major challenge in schools globally. In Hong Kong, the current education policy has a core value that all students have the right to learn. Policy-makers and school personnel are struggling to find ways of catering for diverse learning needs in schools. Early in 2006, a self-initiated inclusive educational project has linked one mainstream school and a special school. Their project can be seen as a pioneer in the field of education, for it provides concrete recommendations to other education practitioners on initiating whole-school participation and joint-school partnerships, integrating such collaborations into the culture of the school, and encouraging teachers committed to student voice and engagement. This article records the qualitative case study comprising the teachers' self reports to demonstrate how teachers re-shaped their perceptions, beliefs and behaviours as they developed and implemented a school-based inclusion project. It is expected that the findings of this study will assist educators to further understand present challenges in the school system regarding managing diversity and attaining inclusive education goals. In particular, local schools are now facing the challenge to implement inclusive education.
[Copyright of International Journal of Inclusive Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/13603116.2010.495792]

Deliberative mode of curriculum development has been hailed as one effective way of developing schoolbased curriculum. Its participatory, egalitarian and discursive characteristics have helped to generate the much-needed synergy and ownership feeling among the curriculum team members that lead to curriculum success. Nevertheless there is little such research in Hong Kong and thus very little is known as to the what, why and how in doing deliberative mode of curriculum development. Aims: This study intended to examine the patterns of curriculum development of a local primary school and how they had evolved over the span of four years. Method: The case school was selected due to its successful curriculum innovations over the years. Two site visits were made to the case school, one in 2003 and one in 2007. Eight teachers and the principal were interviewed and some lesson observations were made. Results: It was found that the success of the school's curriculum development pattern is similar to Decker Walker's 'naturalistic model' which is premised on the notion and practice of deliberation. It is also found that the school's ethos, organizational arrangements and professional relationships contribute to the success of the school's deliberative mode of curriculum development. Conclusion: With the knowledge gained in this study as to the what, why and how of doing a deliberative curriculum development, it is hoped that it will illuminate for local teachers, school administrators and school curriculum development personnel the kind of personal, organizational and social context in order that deliberative curriculum development can thrive and sustain.
[Copyright of New Horizons: The Journal of Education, Hong Kong Teachers' Association is the property of Hong Kong Teachers' Association at http://www.hkta1934.org.hk/]