Title

Doing cultural studies and education between borders : the case of project learning in Hong Kong secondary schools

Document Type

Journal article

Source Publication

Cultural Studies

Publication Date

1-1-2015

Volume

29

Issue

2

First Page

229

Last Page

254

Publisher

Routledge

Keywords

cultural studies, education, project learning, the drama-performative lens, transformative practice

Abstract

For the past few decades, cultural studies scholars and critical educators in such contexts as North America, Australia and the UK have called upon their fellow scholars to cross disciplinary borders in framing and addressing educational issues. Inter-disciplinary work as such would recognize cultural studies as bodies of knowledges and approaches to be applied in new educational settings. It would also acknowledge the need for more and better studies of schooling in order to reflect on the problematics of the sites in their specific historical and institutional contexts. This paper discusses my earlier work that investigated a pedagogical issue of project learning in the Hong Kong senior secondary school subject Liberal Studies as a case of doing cultural studies and education between the disciplinary borders of the two fields. The paper examines the interdisciplinary conceptual-analytical framework of drama and the performative I adopted to understand the complex nature of project learning as a mode of learning. It ends by reflecting on the spaces such an interdisciplinary analytical framing might open for cultural studies' interventions into the schooling system.

DOI

10.1080/09502386.2014.900099

Print ISSN

09502386

E-ISSN

14664348

Publisher Statement

Copyright © 2014, © 2014 Taylor & Francis. Access to external full text or publisher's version may require subscription.

Full-text Version

Publisher’s Version

Recommended Citation

Law, M. Y.-f. (2015). Doing cultural studies and education between borders: The case of project learning in Hong Kong secondary schools. Cultural Studies, 29(2), 229-254. doi: 10.1080/09502386.2014.900099

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