Doing cultural studies in the Hong Kong educational context a tale of two action research experiments
Document Type
Journal article
Source Publication
Cultural Studies
Publication Date
1-1-2011
Volume
25
Issue
1
First Page
109
Last Page
122
Keywords
teacher action research, school context, school-university partnerships, role of cultural researcher, action research as cultural studies method, Anthropology, Cultural Studies
Abstract
The paper focuses on the close collaborative work our research team has been engaged in with two local schools to study how action research measures may help to facilitate the improvement of the Integrated Humanities (IH) curriculum through school-university partnerships. It attempts to understand action research as a form of cultural practice for education, and examines how such collaborative work with local schools may contribute to sustainable cultural work of education and intervene at different levels of the schooling practices. In all, the paper seeks to offer preliminary analysis and reflection on the re-orientation of Cultural Studies as a research and problem-solving, intellectual and critical project with a potential for long-term input to cultural policy-making. It also aims at examining the role of cultural studies practitioners as action researchers in the process of doing cultural work of education.
DOI
10.1080/09502386.2011.534586
Print ISSN
09502386
E-ISSN
14664348
Publisher Statement
Copyright © 2011 Taylor & Francis
Access to external full text or publisher's version may require subscription.
Additional Information
Paper presented at the International Symposium on Education and Cultural Studies, May 22-24, 2008, Hong Kong, China.
Full-text Version
Publisher’s Version
Language
English
Recommended Citation
Hui, P.-k. & Pang, C.-S. (2011). Doing cultural studies in the Hong Kong educational context a tale of two action research experiments. Cultural Studies, 25(1), 109-122. doi: 10.1080/09502386.2011.534586