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
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
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