3. Critical, Transdisciplinary Perspectives on Language-in- Education Policy and Practice in Postcolonial Contexts: The Case of Hong Kong

An exploration is presented of how education policy and practice may be used to transform society. Specifically, connections are made between Paulo Freire's teaching strategies and radically democratic organizing. The connections are contextualized within the prefigurative tradition, which explores how the democratic process is central to consistent and sustainable social change. The article contributes to an understanding of Paulo Freire's ontology, and the philosophy of social change, as well as how democratic strategies may address failures of revolutionary movements of the 19th and 20th centuries.

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Introduction: Education policy in Hong Kong

Journal of Education Policy ◽

10.1080/0268093032000145881 ◽

2003 ◽

Vol 18 (6) ◽

pp. 637-639 ◽

Cited By ~ 3

Author(s):

Po King Choi

Keyword(s):

Hong Kong ◽

Education Policy

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“Planting the Seeds”: The Influence of the Council on Education Policy and Practice

Teachers College Record ◽

10.1177/016146811511701309 ◽

2015 ◽

Vol 117 (13) ◽

pp. 189-202

Author(s):

Melanie Bertrand ◽

Arlene J. Ford

Keyword(s):

Education Policy ◽

Educational Policy ◽

Racial Inequality ◽

School Administrators ◽

Relative Power ◽

Youth Participatory Action Research ◽

Participatory Action ◽

Public Officials ◽

Policy And Practice ◽

Inequality In Education

This chapter explores the influence of a youth participatory action research (YPAR) group, viewing the group's efforts as challenges to manifestations of racial inequality in education, such as the inequitable distribution of educational resources. The authors examine how individuals in positions of relative power—teachers, school administrators, and public officials— respond to the group's advocacy efforts. The analysis illustrates the complexity of the group's influence: Some individuals report that the Council sparks meaningful changes, while others have negative reactions. Overall, the chapter sheds light on the ways that YPAR can encourage change in education by incorporating the voices of Black and Latina/o youth into educational policy and practice. “What really stuck with me was this idea of traditional versus organic forms of leadership… and that it's my responsibility to help my students develop as leaders.” – Ms. Bauman1

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