The purpose of this paper is to interrogate whether schooling in Hong Kong is practicing democratic values. In the backdrop of critical ethnography, this study attempts to examine from a multi-dimension perspective the major underlying features that enhance or constrain democratic schooling for students who are culturally diverse. Semi-structured interviews were conducted in nine schools with nine principals and ten teachers. Data of the study cause concern of schooling in Hong Kong. A generalized framework is derived to provide a conceptual structure for interrogating the multiple meanings of democratic schooling. Implications for policy considerations are drawn.
|Publication status||Published - Apr 2005|
CitationChong, S. (2005, April). A multi-dimension perspective on democratic schooling in Hong Kong. Paper presented at the Annual Meeting of American Educational Research Association: Demography and Democracy in the Era of Accountability, Montréal, Quebec.
- Development of Disciplinary Knowledge (e.g. Sociology, Psychology)