東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Social Class and School Curriculum: ...

Lee, Tsz Lok.

FindBook

Google Book

Amazon

博客來

Social Class and School Curriculum: The Case of Liberal Studies in Hong Kong.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Social Class and School Curriculum: The Case of Liberal Studies in Hong Kong./
作者:	Lee, Tsz Lok.
面頁冊數:	195 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-10(E), Section: A.
Contained By:	Dissertation Abstracts International76-10A(E).
標題:	Educational sociology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3707503
ISBN:	9781321821727

Social Class and School Curriculum: The Case of Liberal Studies in Hong Kong.
Lee, Tsz Lok.

Social Class and School Curriculum: The Case of Liberal Studies in Hong Kong. - 195 p.

Source: Dissertation Abstracts International, Volume: 76-10(E), Section: A.

Thesis (Ph.D.)--The Chinese University of Hong Kong (Hong Kong), 2014.

Through the analysis of the school subject of Liberal Studies (LS) in Hong Kong, this thesis examines how the micro-educational processes of social class inequality are associated with the issues of curriculum and pedagogy. The underlying question is: are there any pedagogy-specific cultural advantages or disadvantages exhibited by students of different class backgrounds that contribute to differential achievement? The implementation of LS as a core subject under Hong Kong's senior secondary education since 2009 appears to be an overhaul of the local curriculum development moving towards so-called progressive education. Intuitively, one can expect that while traditional subjects and centralized examinations remain to be the major part of the senior secondary curriculum, the new curricular and pedagogical approach to the LS reform is likely to create new conditions and possibilities for educational competitions between classes. As far as the significance of this "additional" core subject in student opportunity for higher education is concerned, this thesis becomes highly policy relevant. Theoretically, in order to decipher the organizing principles of how the transmission-acquisition process in LS is class-biased, I revisit the work of the late British sociologist Basil Bernstein, and link it to the broader discussion of the class analysis in education. It is hoped that this effort will extend the theoretical discussion on pedagogy-specific class mechanisms. For this study, data were collected using both survey method and interview method. The statistical analysis of the survey data focuses on the class patterns within LS and between LS and other core subjects, and the main factors for the class effect. The Bernsteinian analysis of curriculum and pedagogy and the interpretative analysis of pedagogy-specific class advantages and disadvantages draw primarily on the qualitative data gathered through in-depth interviews, supplemented by the survey data when necessary.

ISBN: 9781321821727Subjects--Topical Terms:

519608
Educational sociology.

Social Class and School Curriculum: The Case of Liberal Studies in Hong Kong.
LDR:04189nmm a2200289 4500 001 2065206
005 20151130080104.5
008 170521s2014 ||||||||||||||||| ||eng d
020 $a 9781321821727
035 $a (MiAaPQ)AAI3707503
035 $a AAI3707503
040 $a MiAaPQ $c MiAaPQ
100 1 $a Lee, Tsz Lok. $3 3179888
245 1 0 $a Social Class and School Curriculum: The Case of Liberal Studies in Hong Kong.
300 $a 195 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-10(E), Section: A.
500 $a Adviser: Wing-kai Chiu.
502 $a Thesis (Ph.D.)--The Chinese University of Hong Kong (Hong Kong), 2014.
520 $a Through the analysis of the school subject of Liberal Studies (LS) in Hong Kong, this thesis examines how the micro-educational processes of social class inequality are associated with the issues of curriculum and pedagogy. The underlying question is: are there any pedagogy-specific cultural advantages or disadvantages exhibited by students of different class backgrounds that contribute to differential achievement? The implementation of LS as a core subject under Hong Kong's senior secondary education since 2009 appears to be an overhaul of the local curriculum development moving towards so-called progressive education. Intuitively, one can expect that while traditional subjects and centralized examinations remain to be the major part of the senior secondary curriculum, the new curricular and pedagogical approach to the LS reform is likely to create new conditions and possibilities for educational competitions between classes. As far as the significance of this "additional" core subject in student opportunity for higher education is concerned, this thesis becomes highly policy relevant. Theoretically, in order to decipher the organizing principles of how the transmission-acquisition process in LS is class-biased, I revisit the work of the late British sociologist Basil Bernstein, and link it to the broader discussion of the class analysis in education. It is hoped that this effort will extend the theoretical discussion on pedagogy-specific class mechanisms. For this study, data were collected using both survey method and interview method. The statistical analysis of the survey data focuses on the class patterns within LS and between LS and other core subjects, and the main factors for the class effect. The Bernsteinian analysis of curriculum and pedagogy and the interpretative analysis of pedagogy-specific class advantages and disadvantages draw primarily on the qualitative data gathered through in-depth interviews, supplemented by the survey data when necessary.
520 $a The statistical findings show that the class-based achievement gap between the middle class and the working class persists in LS. The results also suggest that the class disparity appears to be less manifest in the way that a significant achievement gap between working class and lower-middle class does not exist in LS, as opposed to the traditional subjects of English and Mathematics. Likewise, with a shifting focus to the intrinsic nature of curriculum and pedagogy, the Bernsteinian analysis of the "pedagogic context" of LS reveals that this pedagogic context is of an integrative form with different tendencies, whereas it appears to lean more strongly towards invisible pedagogy---the one, in Bernstein's theory, sustaining the middle-class educational privilege in a masked manner. Building upon both statistical and Bernsteinian analyses, I further explore an additional pedagogy-specific class mechanism that class differences in how students study LS are evidently manifested by their (mis-) understanding of pedagogic varieties for study materials, mode of learning, testing and other educational items. With the "code switching" capability, a fraction of middle-class students are most likely to understand and engage themselves in pedagogic varieties effectively.
590 $a School code: 1307.
650 4 $a Educational sociology. $3 519608
650 4 $a Curriculum development. $3 684418
690 $a 0340
690 $a 0727
710 2 $a The Chinese University of Hong Kong (Hong Kong). $b Sociology. $3 2100880
773 0 $t Dissertation Abstracts International $g 76-10A(E).
790 $a 1307
791 $a Ph.D.
792 $a 2014
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3707503