A Case Study on Conversion in the Context of Prison in Hong Kong: Experiences, Narratives, and Transformations

2018 ◽  
Vol 22 (1) ◽  
pp. 3-22 ◽  
Author(s):  
Tobias Brandner
Keyword(s):  
Hong Kong ◽  
Pastoral Ministry ◽  
Subjective Experiences ◽  
Chinese Context ◽  
Christian Conversion ◽  
Former Inmates

AbstractThe paper explores issues related to prisoners’ Christian conversion experiences in the Chinese context of Hong Kong: How common are conversions? What motivates them? How are they experienced? What impacts do they have? How sustainable are they and how are they to be understood? The paper works through quantitative and qualitative steps: Quantitatively, it surveys the frequency, motives, and subjective experiences of prisoners’ conversions. Through extended interviews with a small number of inmates and former inmates, the paper investigates subjective experiences of transformation and establishes factors that help to sustain conversions. Finally, the paper considers the consequences for pastoral ministry with people in prison and with ex-inmates.

Public space in the old derelict city area – a case study of Mong Kok, Hong Kong

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

scholarly journals Coping with English for Academic Purposes Provision during COVID-19

2021 ◽  
Vol 13 (15) ◽  
pp. 8642
Author(s):  
Lucas Kohnke ◽  
Andrew Jarvis
Keyword(s):  
Hong Kong ◽  
Collaborative Learning ◽  
Online Teaching ◽  
Qualitative Case Study ◽  
English For Academic Purposes ◽  
Teacher Perspectives ◽  
Case Study Approach ◽  
Study Approach ◽  
University Studies

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.

scholarly journals Gender Essentialism in Chinese Reality TV: A Case Study of You Are So Beautiful

2021 ◽  
pp. 152747642110272
Author(s):  
Altman Yuzhu Peng
Keyword(s):  
Power Relations ◽  
Gender Politics ◽  
Reality Tv ◽  
Feminist Analysis ◽  
Chinese Context ◽  
Gender Essentialism ◽  
Cultural Texts ◽  
Gender Power ◽  
Tv Production

This article provides a feminist analysis of Chinese reality TV, using the recent makeover show— You Are So Beautiful (你怎么这么好看) as a case study. I argue that the notion of gender essentialism is highlighted in the production of You Are So Beautiful, which distances the Chinese show from its original American format— Queer Eye. This phenomenon is indicative of how existing gender power relations influence the production of popular cultural texts in post-reform China, where capitalism and authoritarianism weave a tangled web. The outcomes of the research articulate the interplay between post-socialist gender politics and reality TV production in the Chinese context.

Language Teaching during a Pandemic: A Case Study of Zoom Use by a Secondary ESL Teacher in Hong Kong

RELC Journal ◽  
2021 ◽  
pp. 003368822098178
Author(s):  
Anisa Cheung
Keyword(s):  
Professional Development ◽  
Hong Kong ◽  
Technology Integration ◽  
Online Teaching ◽  
Pedagogical Beliefs ◽  
Structured Interviews ◽  
Online Mode ◽  
Using Data ◽  
Synchronous Online

This article reports a case study of an English as a Second Language (ESL) teacher in Hong Kong who conducted lessons via Zoom during the COVID-19 pandemic. The study focused on the factors influencing her technology integration in synchronous online teaching mode. Using data from classroom recordings, stimulated-recall and semi-structured interviews, this study uncovered how Zoom functioned as a substitute for face-to-face lessons. The findings revealed that although there were fewer interactions between the teacher and her students, teaching in synchronous online mode provided the teacher with opportunities to utilize certain online features to augment methods of checking student understanding. The study identified the teacher’s pedagogical beliefs, the context and professional development as factors that influenced the level of technology integration in her Zoom classes. The study concludes that embracing process-oriented pedagogies may be necessary for a higher level of technology integration among ESL teachers who have adequate professional development opportunities and school support.

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