Planning urban development with a change of sovereignty in mind: a Hong Kong case study

Cities ◽  
1997 ◽  
Vol 14 (5) ◽  
pp. 287-294 ◽  
Author(s):  
Andrew Marshall Hamer
Keyword(s):  
2017 ◽  
Vol 44 (3) ◽  
pp. 547-562 ◽  
Author(s):  
Iam-chong Ip

Drawing on a recent wave of scholarship on urban development in East Asia, this article offers a critical account of the twists and turns of Hong Kong’s urban development by focusing on class recomposition, state strategies and their relationships with the city’s changing position in its regional political economy. To do so, it examines how the middle class and their housing and investment demand have begun to lose their significance as a driver of urban gentrification. Meanwhile, since the resumption of China’s sovereignty over the city and the outbreak of Asian financial crisis, the local and central state have engineered a finance-led growth model whose diverse neoliberal interventions and political calculations have persistently lead to widespread discontent with “developer hegemony” and private property-led urban redevelopment. Using a case study of Wan Chai and the rise of serviced apartments, this article argues that this transition has marked the rise of a new urban developmentism in Hong Kong.


2001 ◽  
Vol 6 (1) ◽  
pp. 15-31 ◽  
Author(s):  
Charlie Q L Xue ◽  
Kevin K Manuel ◽  
Rex H Y Chung
Keyword(s):  

Author(s):  
S. Diarmad G. Campbell ◽  
Joanne E. Merritt ◽  
Brighid E O Dochartaigh ◽  
Majdi Mansour ◽  
Andrew G. Hughes ◽  
...  

2021 ◽  
Vol 13 (15) ◽  
pp. 8642
Author(s):  
Lucas Kohnke ◽  
Andrew Jarvis

COVID-19 and the shift to online teaching necessitated a change in approach for English for Academic Purposes (EAP) teachers in preparing their students for university studies. This study explored how EAP instructors coped with and adapted their provision for emergency remote teaching. The study was conducted at an English-medium university in Hong Kong and a qualitative case study approach was adopted. The results revealed two overarching themes of opportunity and challenge. While the sudden shift to online teaching forced innovation and fostered collaborative learning and feedback, teachers experienced difficulties in communicating with students and monitoring their learning. The study voices teacher perspectives in delivering EAP courses online and highlights important implications for the successful delivery of future online EAP provisions.


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