Ideology and priorities of school curriculum in Hong Kong

Sze Yin Shirley YEUNG

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

When educators design and construct curricula, they bring with them various conceptions or orientations about curriculum (e.g., Eisner and Vallance, 1974; Schiro, 2008; Glatthorn, Boschee and Whitehead, 2009). ‘Curriculum ideology’ is an alternative term for this idea. Authors categorize the variety of curriculum conceptions by various classifications. Copyright © 2014 Taylor & Francis.
Original languageEnglish
Title of host publicationAsia’s high performing education systems: The case of Hong Kong
EditorsColin MARSH, John Chi-Kin LEE
Place of PublicationNew York
PublisherRoutledge
Pages51-69
ISBN (Electronic)9780203499634, 9781135048754
ISBN (Print)9780415834872
DOIs
Publication statusPublished - 2014

Fingerprint

Hong Kong
ideology
curriculum
school
educator

Citation

Yeung, S. S. Y. (2014). Ideology and priorities of school curriculum in Hong Kong. In C. Marsh, & J. C.-K. Lee (Eds.), Asia’s high performing education systems: The case of Hong Kong (pp. 51-69). New York: Routledge.