Education reform and policy change in Hong Kong: A critique of the post-colonial legacy

Philip Douglas Lane GLENWRIGHT

Research output: Contribution to journalArticle

Abstract

This article examines Hong Kong’s failure to implement educational reforms effectively, and suggests that the good ship Hong Kong has floundered on an educational iceberg. The visible segment of this iceberg comprises the discourse of imported reforms. The surrounding fog emanates from Hong Kong’s colonial and post-colonial political systems, both with severe legitimacy deficits. Issues of cultural compatibility constitute the iceberg’s more stable, threatening and concealed mass. The article concludes that reform policy has been severely holed at the critical ‘waterline’ level of classroom practice. A gradual warming of the professional climate may, however, eventually contribute to the melting of the iceberg. Copyright © 2003 James Nicholas Publishers.
Original languageEnglish
Pages (from-to)67-89
JournalEducation and Society
Volume21
Issue number3
DOIs
Publication statusPublished - 2003

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reform policy
educational reform
political system
Hong Kong
deficit
legitimacy
climate
classroom
reform
discourse
education

Citation

Glenwright, P. (2003). Education reform and policy change in Hong Kong: A critique of the post-colonial legacy. Education and Society, 21(3), 67-89.

Keywords

  • Politics
  • Culture
  • Educational reform
  • reform discourse
  • Hong Kong