香港教師會創辦於1934年，是早期香港重要的教師組織。該會在1950年前後有The Common Room-Monthly Magazine of the Hong Kong Teachers’ Association (《香港教師會月刊》)，和The Path of Learning–The Journal of the Hong Kong Teachers’ Association (《教與學》) 的出版，除了作為該會的通訊刊物以外，也刊載學者與教師的學術文章。這個時期，從國內南遷香港的學人甚多，他們很多都從事教育工作，在香港教師會出版的刊物內，可以找到一些他們的著作。這些學人包括馬鑑、林仰山、羅香林、劉選民、何恩格、柳存仁等。本文選取這些學者討論有關中國文化、教育和歷史的文章，作初步的探討。這些論著，在當時最主要的教師組織的會刊發表，對香港的國史與文化教育，是肯定有影響的。

This book reviews and analyses the issues and policies of internationalization and exportation of higher education and investigates the strategies and models of education hub development in the context of globalization, with Hong Kong in the Asia-Pacific region as a case study. It examines the close relationship between education hubs and higher education, as well as the strategic functions of an education hub in the future development of a society in a competitive global environment. It also analyses the major strengths, weaknesses, opportunities, and threats of Hong Kong’s higher education in relation to its potential for exporting higher education to Asian markets. In particular, it reviews the current state of higher education services offered by Hong Kong in three target markets and their segmentation and proposes the most appropriate market entry strategies for education service providers.
[Copyright © 2016 Springer Science+Business Media Singapore.]

This article explores the ideological complex in a Hong Kong primary school where a large number of immigrant mainland Chinese students study by examining the interview data from teachers and immigrant students. Drawing on the notions of monoglot ideology and misrecognition, this study indicates that disqualifications of some linguistic resources in the emergent repertoire of their students exist in the primary school as a political and social context dominated by particular language ideologies. This study also explores how the language ideologies of the students are constructed and how the students censor their use of the native language through internalisation of the language attitudes held by the teachers. The findings suggest that a flexible language ideology would help the students value their own language resources and construct a new identity in the new hibitus. It is also suggested that the immigrant students can employ the multilingual practices as a symbolic resource rather than as a disadvantage constructed by the institutional ideologies.
[Copyright of Research Papers in Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/02671522.2014.970227]