Title

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

Document Type

Journal article

Source Publication

Cultural Studies

Publication Date

1-1-2011

Volume

25

Issue

1

First Page

25

Last Page

41

Keywords

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

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.

DOI

10.1080/09502386.2011.534579

Print ISSN

09502386

E-ISSN

14664348

Publisher Statement

Copyright © 2011 Taylor & Francis

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Full-text Version

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Recommended Citation

Chan, S., & Law, M. (2011). Taking education seriously as reform: Curriculum policy research and its implications for cultural studies. Cultural Studies, 25(1), 25-41. doi: 10.1080/09502386.2011.534579