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Article: Expectations versus reality: the case of Liberal Studies in Hong Kong’s new senior secondary reforms

TitleExpectations versus reality: the case of Liberal Studies in Hong Kong’s new senior secondary reforms
Authors
Issue Date2014
Citation
Compare: A Journal of Comparative and International Education, 2014 How to Cite?
AbstractThis article reports the findings of a five-year longitudinal study investigating the introduction of Liberal Studies in the context of Hong Kong’s new senior secondary educational reforms. The aim of this empirical research, which adopted diachronic analysis to allow comparisons over time, was to compare teachers’ and students’ perceptions of the Liberal Studies curriculum before and after its introduction. Methodologically speaking, the study was informed by documentary inquiry, with approximately 560 newspaper articles and government reports collected to identify the issues surrounding the curriculum debate. Questionnaire-based surveys conducted in the pre- and post-reform periods revealed a sharp contrast between expectations and reality for both participant groups following the curriculum’s introduction. Whilst the students demonstrated favourable attitudes towards Liberal Studies before studying the subject, a certain degree of disappointment was expressed after the new curriculum came into effect. In follow-up interviews with teachers, they expressed a lack of confidence in teaching such a multi-disciplinary subject and criticised the overly ambitious nature of the curriculum. Liberal Studies, as currently taught, runs the risk of falling out of favour with Hong Kong secondary school teachers, and the question of whether it will play an increasingly important role in promoting patriotic education after the demise of Moral and National Education is deserving of research attention.
Persistent Identifierhttp://hdl.handle.net/10722/217283

 

DC FieldValueLanguage
dc.contributor.authorFung, CL-
dc.date.accessioned2015-09-18T05:54:54Z-
dc.date.available2015-09-18T05:54:54Z-
dc.date.issued2014-
dc.identifier.citationCompare: A Journal of Comparative and International Education, 2014-
dc.identifier.urihttp://hdl.handle.net/10722/217283-
dc.description.abstractThis article reports the findings of a five-year longitudinal study investigating the introduction of Liberal Studies in the context of Hong Kong’s new senior secondary educational reforms. The aim of this empirical research, which adopted diachronic analysis to allow comparisons over time, was to compare teachers’ and students’ perceptions of the Liberal Studies curriculum before and after its introduction. Methodologically speaking, the study was informed by documentary inquiry, with approximately 560 newspaper articles and government reports collected to identify the issues surrounding the curriculum debate. Questionnaire-based surveys conducted in the pre- and post-reform periods revealed a sharp contrast between expectations and reality for both participant groups following the curriculum’s introduction. Whilst the students demonstrated favourable attitudes towards Liberal Studies before studying the subject, a certain degree of disappointment was expressed after the new curriculum came into effect. In follow-up interviews with teachers, they expressed a lack of confidence in teaching such a multi-disciplinary subject and criticised the overly ambitious nature of the curriculum. Liberal Studies, as currently taught, runs the risk of falling out of favour with Hong Kong secondary school teachers, and the question of whether it will play an increasingly important role in promoting patriotic education after the demise of Moral and National Education is deserving of research attention.-
dc.languageeng-
dc.relation.ispartofCompare: A Journal of Comparative and International Education-
dc.titleExpectations versus reality: the case of Liberal Studies in Hong Kong’s new senior secondary reforms-
dc.typeArticle-
dc.identifier.emailFung, CL: clfung@hku.hk-
dc.identifier.authorityFung, CL=rp01655-
dc.identifier.doi10.1080/03057925.2014.970009-
dc.identifier.hkuros251657-

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