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.
|Journal||Educational Philosophy and Theory|
|Early online date||May 2020|
|Publication status||Published - 2021|
CitationTsang, 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
- Alienated learning