This paper is a situated biographical reflection on the author's Hong Kong teaching experience written using a narrative inquiry approach, describing attempts to generate innovative pedagogical practices. The journey explores how autocratic, traditional Chinese cultural expectations in Hong Kong education have nurtured a commonsense belief in "discipline first and then teach". This teacher/researcher adopted alternative approaches to authority through the use of developmental drama which made teacher image and teacher-student power relationships an object of talk and study. The aim of this paper is to bring together theories and pedagogical models based on the sociology of education, social psychology and drama pedagogy in an effort to change how we teach marginalized students in one distinctive Chinese cultural context.
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http://dx.doi.org/10.1080/02188790903503627]

This thesis is an attempt to analyze how higher education in Hong Kong has been affected by the sweeping force of globalization. I will focus mainly on higher education, as the implications of globalization for higher education are relatively more substantial, especially in terms of its relation to national development and to academic work within universities themselves. Also, my analysis of the unfolding dynamics of globalization involves chiefly two players/agents: one at the 'top' level, while another at the 'bottom' level. The agent at the top level is represented by the Hong Kong University Grants Committee (UGC), as it has been entrusted by the state to develop a quality assurance and assessment mechanism at all state-funded higher education institutions. The global trends and elements, such as accountability, marketization, commodification of higher education, etc., can well be illustrated by the education policies enforced by the UGC, especially the Research Assessment Exercise (RAE), the Teaching and Learning Quality Process Review (TLQPR) and the promotion of self-financed programmes. On the other hand, the agent at the bottom level refers to the higher education institutions and its academics. Through in-depth interviews, the responses and reactions of the academics, faculty members and administrators of universities towards the global practices and the policies of the UGC will be analyzed. I tries to argue that the faculty/institutional response is rather passive, individualistic, and covert, and there has lacked collective response to fight against the globalization forces that emphasize economic norms like productivity, efficiency, cost-effectiveness, etc. There has emerged a paradoxical phenomenon that the traditional values and beliefs seem to be, on the one hand, under threat from global forces, and on the other hand, increasingly pushed toward similarity and homogeneity. On the whole, I hope that this study can raise the issues for universities and

「一條龍」直資中小學的成立引起教育界人士關注到有關教育機會均等的問題。本文首先試從「教育機會均等」的角度來闡述支持和反對成立「一條龍」直資中小學的人士的理據 , 然後討論「一條龍」直資中小學的成立對培育精英人才的重要 , 以及對如何盡量保持「教育機會均等」的問題作出建議。
The establishment of Direct-granted primary and secondary schools with "Through train model" leads to the concern of educators for the issue of equal opportunity of education. This paper first describes the reasons for supporting and opposing the setting up of Direct- granted primary and secondary schools that apply the "Through train model" from the perspective of equal opportunity of education. Then, it discusses the importance of establishing such schools in fostering elite. It also suggests ways to ensure equal opportunity of education.
[Copyright of New Horizons: The Journal of Education, Hong Kong Teachers' Associationl is the property of Hong Kong Teachers' Association at http://www.hkta1934.org.hk/]