Taking education seriously as reform : curriculum policy research and its implications for cultural studies

Ching Kiu, Stephen CHAN, Yuen Fun, Muriel LAW

Research output: Journal PublicationsJournal Article (refereed)

2 Citations (Scopus)

Abstract

Drawing on findings from the extensive questionnaire survey and intensive case studies we conducted in Hong Kong secondary schools, this paper examines the interactions, tensions and gaps among the various stakeholders' visions, concerns and priorities as identified in the ongoing school reform. We examine the classroom dynamics of teaching and learning, the interactive pedagogical relationship involved, as well as the embedded institutional complexity in the schooling process, in order to understand what underlies the curriculum policy and education reform within the mainstream system. In view of the paramount significance of its evolvement in actual operation, we argue that education reform ought to be taken pragmatically but programmatically as the complexly embedded cultural process in which all the local practices and values of its stakeholders operate in the same cultural space. By conducting research on that interlocking cultural process, we also identify new options for Cultural Studies when education is taken seriously as the core of our intellectual project.
Original languageEnglish
Pages (from-to)25-41
Number of pages17
JournalCultural Studies
Volume25
Issue number1
DOIs
Publication statusPublished - 1 Jan 2011

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research policy
cultural studies
curriculum
reform
stakeholder
education
school reform
Hong Kong
secondary school
classroom
questionnaire
Teaching
interaction
learning
Stakeholders
Research Policy
Curriculum Reform
Education Reform
Cultural Studies
Education

Bibliographical note

Paper presented at the International Symposium on Education and Cultural Studies, May 22-24, 2008, Hong Kong, China.

Keywords

  • Anthropology
  • Integrated Humanities
  • Liberal Studies
  • culture as pedagogy
  • curriculum policy
  • education as reform
  • student-teacher classroom dynamics

Cite this

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abstract = "Drawing on findings from the extensive questionnaire survey and intensive case studies we conducted in Hong Kong secondary schools, this paper examines the interactions, tensions and gaps among the various stakeholders' visions, concerns and priorities as identified in the ongoing school reform. We examine the classroom dynamics of teaching and learning, the interactive pedagogical relationship involved, as well as the embedded institutional complexity in the schooling process, in order to understand what underlies the curriculum policy and education reform within the mainstream system. In view of the paramount significance of its evolvement in actual operation, we argue that education reform ought to be taken pragmatically but programmatically as the complexly embedded cultural process in which all the local practices and values of its stakeholders operate in the same cultural space. By conducting research on that interlocking cultural process, we also identify new options for Cultural Studies when education is taken seriously as the core of our intellectual project.",
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Taking education seriously as reform : curriculum policy research and its implications for cultural studies. / CHAN, Ching Kiu, Stephen; LAW, Yuen Fun, Muriel.

In: Cultural Studies, Vol. 25, No. 1, 01.01.2011, p. 25-41.

Research output: Journal PublicationsJournal Article (refereed)

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AU - LAW, Yuen Fun, Muriel

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KW - student-teacher classroom dynamics

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