Effect of secondary school subject choices on performance of sub-degree students in Hong Kong — A STEM perspective

2017 ◽  
Author(s):  
W. T. Ho ◽  
Joseph C. H. So
Keyword(s):  
Hong Kong ◽  
Secondary School ◽  
School Subject

Hong Kong’s language ecology and the racialized linguistic order

2017 ◽  
Vol 1 (1) ◽  
pp. 25-43 ◽  
Author(s):  
Kara Fleming
Keyword(s):  
Hong Kong ◽  
Secondary School ◽  
South Asians ◽  
Ethnographic Research ◽  
Linguistic Context ◽  
Social Hierarchies ◽  
Language Ecology ◽  
Mediating Factor ◽  
Social Orders

Abstract This paper will argue that the role and status of the languages promoted as part of Hong Kong’s “trilingualism and biliteracy” policy cannot be understood without reference to each other and to their wider social, political and linguistic context. Particularly, in Hong Kong, race is a key mediating factor that structures social orders in which language is used and evaluated, and therefore its role in the ecology must be emphasized. This article will outline the links between language and social hierarchies of race, focusing particularly on the positioning of Hong Kong South Asians, based on ethnographic research in a Hong Kong secondary school and analysis of media and policy data. This approach is key to understanding the apparent contradictions in the evaluation of various languages spoken in Hong Kong, and demonstrates the necessity of a holistic, contextualized analysis of language and race.

Conceptualizing national education and methods of teaching national education in Hong Kong

2021 ◽  
Vol 16 (1) ◽  
pp. 69-94
Author(s):  
King-Man Eric Chong ◽  
Jun Hu ◽  
Chi-Keung Eric Cheng ◽  
Ian Davies ◽  
Hei-Hang Hayes Tang ◽  
...  
Keyword(s):  
Hong Kong ◽  
Secondary School ◽  
Teaching Methods ◽  
Secondary School Teachers ◽  
Group Discussion ◽  
Relevant Literature ◽  
School Teachers ◽  
National Education ◽  
Academic Literature ◽  
Hong Kong Sar

This article aims to generate a better understanding of Hong Kong teachers’ perception of national education as implemented in the Hong Kong Special Administrative Region (hereafter referred to as Hong Kong SAR) and the interrelationship between their perception and the methods they adopt to teach the topic. We outline the Hong Kong context relevant to our research and review the relevant literature to consider typologies and teaching methods about and for national education. Questionnaire data focused on the seven typologies of nationalism and the three teaching methods of national education identified in the literature review. A total of 601 questionnaires were returned from 198 schools. The typologies of cultural nationalism, civic and peripheral nationalism, authoritarian nationalism, unification nationalism and cosmopolitan nationalism, and the teaching methods of group discussion and an affective approach characterize the views of Hong Kong secondary school teachers about national education. We suggest that teachers’ diverse views about nationalism and their varied use of teaching methods to achieve their goals suggest the powerful influence of current initiatives from the Chinese mainland and the need to reflect on established academic literature that proposes the decolonization of the curriculum and interactive and critical teaching methods.

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