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The purpose of this paper is to analyze the complex, intricate relationships between the central (intended) curriculum, teachers’ perceived curriculums, and the…
The purpose of this paper is to analyze the complex, intricate relationships between the central (intended) curriculum, teachers’ perceived curriculums, and the enacted/assessed curriculum in classroom contexts. To do this, the authors have used Hong Kong’s new core senior-secondary liberal studies (LS) curriculum as a case study, with a special focus on its key pedagogical component – inquiry teaching/learning.
This study’s objects are two teachers (from two local schools), each with a LS teacher’s education. Documentary analysis, lesson observation, and focus interviews were used to triangulate data for interpretation and analysis.
The findings illuminate: how LS teachers’ perceptions of inquiry teaching/learning relate to and align with the advocacy embodied in the intended curriculum, the relationships between teachers’ perceptions and practices of inquiry learning and teaching, and how this aspect of the intended curriculum reform can be made more relevant to the classroom context.
This paper contributes to the under-researched area of curriculum gaps and (mis)alignments in Hong Kong’s LS curriculum reform.
This chapter reflects on our recent research into China’s soft power in international education, using Confucius Institutes as a case study. It first reveals how we have…
This chapter reflects on our recent research into China’s soft power in international education, using Confucius Institutes as a case study. It first reveals how we have framed our research in the related field and the methodological issues concerned. It will then analyze the theories and concepts that have been taken as the lenses through which China’s soft power ideas and strategies were compared and contrasted with the theories and/or practices prevalent in the West, while highlighting their implication for the fear of the “China threat.” Finally, we will conclude with the potential areas of further research in the related area of study in the years to come. It is hoped that this chapter will contribute to the development of research in international and comparative education that helps readers to explore in-depth the causality, implication and complication of the “China threat” in the global arena.