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The educational policy development i...

Pun, Shuk-han.

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The educational policy development in Hong Kong, 1982-1994 (A study in the political economy of educational change).

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The educational policy development in Hong Kong, 1982-1994 (A study in the political economy of educational change)./
作者:	Pun, Shuk-han.
面頁冊數:	234 p.
附註:	Source: Dissertation Abstracts International, Volume: 57-05, Section: A, page: 2228.
Contained By:	Dissertation Abstracts International57-05A.
標題:	Social structure. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9629850

The educational policy development in Hong Kong, 1982-1994 (A study in the political economy of educational change).
Pun, Shuk-han.

The educational policy development in Hong Kong, 1982-1994 (A study in the political economy of educational change). - 234 p.

Source: Dissertation Abstracts International, Volume: 57-05, Section: A, page: 2228.

Thesis (Ph.D.)--University of Hawai'i at Manoa, 1996.

To understand the nature and sources of educational changes in Hong Kong, an analytical framework built on the notions of hegemony, the capitalist state, civil society and social class is developed. Within the Gramscian framework, hegemonic leadership in terms of ideological influence and domination is essential for any organized interest to make claims on societal resources. Along with the social, economic and political development in the past fifty years, more autonomous organizations and political parties have arisen to represent diverse interests in Hong Kong. In the transition to Chinese rule, uncertainties and ambiguities about the future have generated a series of hegemonic crises. Educational policy-making has become a public domain for hegemonic struggles between and among competing organizations, parties and the colonial capitalist state. Based on official documents and printed media materials, these struggles are documented in terms of tensions, contradictions and conflicts emerging from issue definition and resolution in the process of policy review, formation and implementation.Subjects--Topical Terms:

528995
Social structure.

The educational policy development in Hong Kong, 1982-1994 (A study in the political economy of educational change).
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245 1 4 $a The educational policy development in Hong Kong, 1982-1994 (A study in the political economy of educational change).
300 $a 234 p.
500 $a Source: Dissertation Abstracts International, Volume: 57-05, Section: A, page: 2228.
500 $a Chairperson: Kiyoshi Ikeda.
502 $a Thesis (Ph.D.)--University of Hawai'i at Manoa, 1996.
520 $a To understand the nature and sources of educational changes in Hong Kong, an analytical framework built on the notions of hegemony, the capitalist state, civil society and social class is developed. Within the Gramscian framework, hegemonic leadership in terms of ideological influence and domination is essential for any organized interest to make claims on societal resources. Along with the social, economic and political development in the past fifty years, more autonomous organizations and political parties have arisen to represent diverse interests in Hong Kong. In the transition to Chinese rule, uncertainties and ambiguities about the future have generated a series of hegemonic crises. Educational policy-making has become a public domain for hegemonic struggles between and among competing organizations, parties and the colonial capitalist state. Based on official documents and printed media materials, these struggles are documented in terms of tensions, contradictions and conflicts emerging from issue definition and resolution in the process of policy review, formation and implementation.
520 $a Between 1982 and 1994, policy changes in the expansion of tertiary education, in settling the medium of instruction, and in the development of secondary school curriculum were initiated more as responses to hegemonic crises than as devices for improving the qualitative and quantitative development of education. Hegemonic crises resulted not only from the inability of the state to deal with unknowns regarding future societal development but also from struggles for hegemonic leadership in education among educational organizations, political parties, and state agents under democratization. The state coopted business groups and some autonomous organizations to ease challenges to its hegemony in advancing one type of educational change versus others. The education community with its inherent conflict and mistrust failed to launch any counter-hegemonic project to push through policy alternatives. Being preoccupied with political reforms in the transition, the political parties as class representatives were unable to guide civil society to construct any educational ideology that could affect the structure and process of education. Given this historical-structural constraint, future reforms for "real" improvement of education will have to be initiated as both a professional and a social-political project.
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