Alienated learning in Hong Kong: A Marxist perspective

Kwok Kuen TSANG, Yi LIAN, Zhiyong ZHU

Research output: Contribution to journalArticlespeer-review

2 Citations (Scopus)

Abstract

This study uses a Marxist perspective to investigate Hong Kong students’ alienation from learning. Alienated learners find learning to be a meaningless, disempowering, and estranging activity. Fifteen Hong Kong undergraduate students were invited to join a photovoice project in which they actively took, shared, and discussed photographs of their experiences with learning. The results suggest that social beliefs about high-stakes examinations legitimize internal contradictions in the education system. This makes students uncritically and unreflectively accept alienated learning. Photovoice projects help the students to become critically aware of their position, self-determination, and agency. Copyright © 2020 Philosophy of Education Society of Australasia.

Original languageEnglish
Pages (from-to)181-196
JournalEducational Philosophy and Theory
Volume53
Issue number2
Early online dateMay 2020
DOIs
Publication statusPublished - 2021

Citation

Tsang, K. K., Lian, Y., & Zhu, Z. (2021). Alienated learning in Hong Kong: A Marxist perspective. Educational Philosophy and Theory, 53(2), 181-196. doi: 10.1080/00131857.2020.1767588

Keywords

  • Alienated learning
  • Education
  • Empowerment
  • Photovoice

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