Curriculum reform in the Hong Kong primary classroom: what gives?

Marina W Y WONG, Victor Forrester

Research output: Contribution to journalArticlepeer-review

Abstract

Curriculum reform in Hong Kong is one facet of a broad systemic reform variously explained in terms of addressing a changing sovereignty or more recently, of servicing Hong Kong's economic growth. One initiative supporting this curriculum reform entitled Assessment for Learning seeks to promote formative assessment. Three case studies, of teachers within their Hong Kong classrooms seeking to implement formative assessment, serve to highlight a curious contradiction: caring teachers who appear to work against curriculum reform. To explain this contradiction we offer a three-point philosophical framework comprising Confucianism, Daoism and pragmatism, which provides an answer to our central question: curriculum reform in the Hong Kong primary classroom: what gives?
Original languageEnglish
Pages (from-to)271-284
JournalMusic Education Research
Volume10
Issue number2
DOIs
Publication statusPublished - Jun 2008

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