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Article: Beyond pedagogy: Language and identity in post-colonial Hong Kong

TitleBeyond pedagogy: Language and identity in post-colonial Hong Kong
Authors
Issue Date2002
PublisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/01425692.asp
Citation
British Journal Of Sociology Of Education, 2002, v. 23 n. 2, p. 271-285 How to Cite?
AbstractThe society of Hong Kong objected strongly when the government instructed schools to change their medium of instruction from English to Chinese at the junior secondary level soon after Hong Kong was reunited with the People's Republic of China in 1997. This paper tries to make sense of the objection to this piece of politically correct and pedagogically sound policy. It analyses the situation from Bourdieu's ideas of habitus and various types of capitals. The paper argues that the government's effort to persuade Hong Kong society to accept mother-tongue education on pedagogical grounds alone was to no avail because the English language has not only become a habitus of society; it also serves to distinguish Hong Kong .people from mainland Chinese. The failure of the government was partly due to its insensitivity to the nature and social functions of language.
Persistent Identifierhttp://hdl.handle.net/10722/171821
ISSN
2015 Impact Factor: 1.22
2015 SCImago Journal Rankings: 0.869
ISI Accession Number ID
References

 

DC FieldValueLanguage
dc.contributor.authorChan, Een_US
dc.date.accessioned2012-10-30T06:17:42Z-
dc.date.available2012-10-30T06:17:42Z-
dc.date.issued2002en_US
dc.identifier.citationBritish Journal Of Sociology Of Education, 2002, v. 23 n. 2, p. 271-285en_US
dc.identifier.issn0142-5692en_US
dc.identifier.urihttp://hdl.handle.net/10722/171821-
dc.description.abstractThe society of Hong Kong objected strongly when the government instructed schools to change their medium of instruction from English to Chinese at the junior secondary level soon after Hong Kong was reunited with the People's Republic of China in 1997. This paper tries to make sense of the objection to this piece of politically correct and pedagogically sound policy. It analyses the situation from Bourdieu's ideas of habitus and various types of capitals. The paper argues that the government's effort to persuade Hong Kong society to accept mother-tongue education on pedagogical grounds alone was to no avail because the English language has not only become a habitus of society; it also serves to distinguish Hong Kong .people from mainland Chinese. The failure of the government was partly due to its insensitivity to the nature and social functions of language.en_US
dc.languageengen_US
dc.publisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/01425692.aspen_US
dc.relation.ispartofBritish Journal of Sociology of Educationen_US
dc.titleBeyond pedagogy: Language and identity in post-colonial Hong Kongen_US
dc.typeArticleen_US
dc.identifier.emailChan, E:elaine_chan@hku.hken_US
dc.identifier.authorityChan, E=rp00576en_US
dc.description.naturelink_to_subscribed_fulltexten_US
dc.identifier.doi10.1080/01425690220137756en_US
dc.identifier.scopuseid_2-s2.0-0036623395en_US
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-0036623395&selection=ref&src=s&origin=recordpageen_US
dc.identifier.volume23en_US
dc.identifier.issue2en_US
dc.identifier.spage271en_US
dc.identifier.epage285en_US
dc.identifier.isiWOS:000176759400007-
dc.publisher.placeUnited Kingdomen_US
dc.identifier.scopusauthoridChan, E=13205670900en_US

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