This paper explores how notions of race, ethnicity, and blood are mobilized in educational texts in Hong Kong. It elaborates how civic identity is racialized as part of a nationalist education operating beneath the surface of expressed commitments to global citizenship, human rights, etc., in curriculum and textbooks. Many have commented on how cultural and ethnic ties are prioritized over political principles as bases for civic education in Asian societies. These cultural/ethnic bases should be critically examined, however, as they imply racial/ethnic exclusions. Examining how race, ethnicity, and blood are used to justify cultural framings of civic identity leads to questions about how education can be used to unify some, while alienating others from a sense of belonging and community. I argue that racialization of Hong Kong civic identity is not a happy solution for all members of society, and for more inclusive visions of identity in education.
[Copyright of Discourse-Studies in the Cultural Politics of Education is the property of Routledge.]

The importance of social interaction in a community of practice for promoting effective teacher learning is well established (Johnson & Golombek, ; Lave & Wenger, ). Research outlines the challenges language teachers experience in transitioning between teacher education programmes and the classroom, particularly regarding the theory-practice nexus, and emphasizes the professional community's key role in providing mentoring and support. In this regard, language teachers' experiences in transitioning from theoretically oriented language education master's programmes to the language classroom are underresearched. This study reports data gathered from 21 mainland Chinese participants transitioning from master's programmes in three locations (Hong Kong, Scotland, and China) to language classrooms in China. In line with other research on teacher education programmes, this study's findings suggest interesting common experiences among these new teachers regardless of the context where their studies took place, including a sense of isolation, a "sink-or-swim" phenomenon leading to the abandonment of theoretically grounded pedagogical beliefs in exchange for adherence to "safe" practice, confusion regarding the relationship between learning on university programmes and the practice of teaching, and weak self-efficacy as transitioning teachers face internal and external pressures. Implications and consequences are discussed in the context of the theory-practice nexus.
[Copyright of Tesol Quarterly is the property of Wiley-Blackwell Publishing, Inc.]

This article examines how schools in Hong Kong attempt to craft South Asian migrant students into desirable citizens and how the youths understand themselves as members of Hong Kong and of a global community. The contestation has to do both with how South Asians are viewed in Hong Kong and with how post-colonial Hong Kong is related to China. The process of citizen-making of transnational youths, I argue, is best understood at the local-national-global intersection.
[Copyright of Anthropology & Education Quarterly is the property of Wiley-Blackwell Publishing, Inc.]

This qualitative study examined the role that middle leaders and their professional learning communities (PLCs) play in focusing teachers’ attention on student learning. The study presents an analysis of this phenomenon across multiple school types in Hong Kong and Shenzhen, China using case study methodology as a vehicle to uncover factors which support and inhibit the work of middle leader-led PLCs in varying school contexts.This thesis demonstrates that middle leaders use a plethora of skills and exhibit myriad attributes to form and maintain their teacher teams. The nine critical attributes presented here: (a) shared values and vision; (b) collective responsibility; (c) reflective professional inquiry; (d) collaboration, (e) promotion of group, as well as individual, learning; (f) mutual trust, respect and support among members; (g) inclusive membership; (h) looking beyond the school for sources of learning and ideas and (i) shared leadership, when present, create an environment where robust structures can be formed. Such structures create a forum for teachers to collaborate on instructional initiatives, curriculum enactment, teacher empowerment and team building. These opportunities for professional dialogue were welcomed by middle leaders and teachers across the study.The findings from the interviews with middle and senior leaders, as well as with members of their PLCs, revealed there were five aspects that impacted middle leaders effectiveness with their prospective teams, depending on their school context: (a) funds for professional development; (b) the competitive environment; (c) staff stability and longevity; (d) the leadership style of the principal and (e) middle leader authority and role recognition. The nexus between school type and these five aspects impact on the middle leaders’ actions when working with their teacher teams. Middle leaders adapt their leadership to their situational contexts and customize strategies which cohere to the school’s ethos

This study offers an in-depth understanding of acculturative experiences among a group of Pakistani secondary school students in Hong Kong. The study findings seek to report the various ways in which the research participants experience acculturation in the familial, communal, educational, and societal contexts and identify the various factors that facilitate or hinder their acculturation to mainstream society. The study employed a culture learning approach and adopted a strength-based perspective to understand the lived acculturative experiences of first-generation and second-generation Pakistani students (n-16) attending six different secondary schools in Hong Kong. Phenomenography as research methodology guided the study, and data was collected through in-depth semi-structured interviews. The phenomenographic data analysis aided by Nvivo software resulted in twenty-eight categories representing the different ways in which the research participants experience acculturation. The three findings chapters delineate what and how the participants learn about their heritage culture (enculturation) as well as other cultures (acculturation) and what factors hinder their acculturation to the mainstream society. While growing up in the multicultural city of Hong Kong, the research participants not only learn about their social identities and acquire multiple languages but also learn about their heritage culture and other cultures. Although all the participants make sense of their social identities differently, their place of birth, ethnicity, nationality, and religious affiliation shape their hyphenated identities. The acquisition of linguistic capital in multiple languages, including mother tongue, Urdu, English, Cantonese, and Arabic, facilitate their learning about heritage culture and other cultures. Their everyday socialization across the social settings results in both their enculturation as well as acculturation.Within the familial context, language preferences, dietary

Most research concerned with students' civic learning has focused on what has been learnt as a result of their school experiences. While some attention has been paid to the influence of parents, peers and out-of-school experiences, in general these influences have been regarded as marginal to those provided by the official curriculum. While we do not underestimate the importance of these latter experiences, our focus in this chapter is on informal learning and its impact on the development of student's civic knowledge. Student samples from Hong Kong, Korea and Taiwan were drawn from the International Civic and Citizenship Education Study (ICCS) 2016. Informal learning was defined in the study reported here as “traditional media,” “social media” and “interaction with friends.” Structural equation modelling was used to test the relationship between informal learning, formal learning, citizenship self-efficacy, participation experiences and civic knowledge. Results indicated that traditional media exerted a positive effect on students' civic learning across the three societies; social media exerted a small but negative effect in all societies, though the effect was not significant in Korea. Talking with friends about social and political issues or about other countries, as a source of informal civic learning, did not affect students' civic knowledge in any significant way in any society. Copyright © 2020 selection and editorial matter, Javier Calvo de Mora and Kerry J. Kennedy; individual chapters, the contributors.

新世紀以來，中國內地和香港都啟動了大規模的課程改革，對教師發展和教師教育提出了新的要求。基於對教師發展與教師教育之間關係的分析，文章指出了二者未來的發展方向，即發展中小學—大學夥伴協作關係，建立教師教育發展網絡，促進多元化的教師發展和教師教育，以及深化教師與教師教育工作者的實踐探究與反思。 The large-scale curriculum reform in the new century puts forward new requirements on teacher development and teacher education in Mainland China and Hong Kong SAR. Based on the analysis of the relationships between teacher development and teacher education, this paper suggests four directions for their future development: developing school-university partnerships; establishing the networks of teacher education and teacher development, facilitating diversified approaches to teacher development and teacher education; and improving the practical inquiry and reflection of teachers and teacher educators. Copyright © 2009 西北師範大學.

In the 2012 Programme for International Student Assessment, students from Shanghai, Hong Kong, Macao, and Taipei, where the classroom disciplinary climate of schools was relatively strict, were top performers in mathematics. In this study, two-level linear analyses showed that the classroom disciplinary climate of schools significantly affected student mathematics achievement in the four Chinese economies, indicating that school and economy-level inequality were related to the classroom disciplinary climate of schools. Additionally, residual analyses showed that students in different percentiles within economies, as well as students in the same percentiles of different economies, benefited or hindered differently from classroom disciplinary climate of schools, hinting at shrinking individual-level differences in student mathematics achievement. Most students in Shanghai and Hong Kong benefited from an orderly disciplinary climate in their schools, particularly medium and high performers in Shanghai, while most students in Taipei and Macao suffered from a disruptive disciplinary climate in their schools. Statistically, Taipei would replace Shanghai and top the four Chinese economies in student mathematics performance if all schools in the four had a disciplinary climate similar to the Organisation for Economic Co-operation and Development average.
[Copyright of Asia Pacific Education Review is the property of Springer Netherlands.]

This chapter comparatively analyzes the most recent national curriculum guidelines for early childhood education (ECE) in Norway, Finland, China, and Hong Kong. By exploring the aims and dominant concepts in the guidelines, we aspire to better understand how governments of different cultures utilize the dominant concepts, that is, play and learning to manage and facilitate ECE and children’s development. The major data sources are the national curriculum guidelines for ECE and major policies directing and/or influencing the formulation of the guidelines. Content analysis and comparative analysis methods are utilized to analyze the documents. Through analysis and comparison, this chapter aims to inspire policy makers, practitioners, and interested parties in the four cultures and internationally to understand and reflect on their own ECE so that ECE can be better approached in their own culture as well as in settings of diverse cultures.
[Copyright of International Perspectives on Education and Society is the property of JAI Press Ltd.]

歷史教科書的結構可以分為課文系統和課文輔助系統兩部分。課文系統是教科書的主體內容,課文輔助系統則起到工具性的作用,兩者都是教科書必不可少的組成部分。目前,學術界在教科書比較研究方面,關於內地和香港中國歷史教科書課文系統的研究成果較多,因而本文從課文輔助系統角度,對兩地初中中國歷史教科書進行比較分析。本文以香港雅集版和內地部編版初中中國歷史教科書為例,將兩版教科書進行分析和比較,以此深化對課文輔助系統的認知與理解。除緒論和結語外,文章總共分為四章內容:第一章內容為兩版初中中國歷史教科書導學系統的比較。本文從編輯說明、目錄和課前提要等方面,比較兩版教科書導學系統的異同點。總體而言,雅集版導學系統生動有趣,部編版則簡明扼要。第二章內容是兩版初中中國歷史教科書闡釋系統的比較。對兩版教科書闡釋系統進行比較,主要選取了文獻資料、注釋和圖表資料等欄目。通過比較發現,雅集版的闡釋系統形式多樣,部編版則傾向於典型性和針對性。第三章主要是兩版初中中國歷史教科書鞏固拓展系統的比較。通過課內思考題、課後習題和拓展活動的分析,探討兩版教科書鞏固拓展系統的特點。雅集版鞏固拓展系統注重探究能力的培養,部編版側重基礎知識的掌握。第四章是對內地初中中國歷史教科書課文輔助系統教學和編寫的啟示。在比較分析的基礎上,學習香港雅集版課文輔助系統的優點,使歷史教師課堂教學更加完善,也希望對歷史教科書課文輔助系統的編寫有所啟發。