Kindergarten Education Scheme in Hong Kong: Policy measures, rhizomatic connections and early childhood teacher education

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Abstract

Using Deleuze and Guattari's concept of rhizome, this study examines the key measures of the Kindergarten Education Scheme introduced by the Hong Kong government in 2017 after a large‐scale advocacy movement. It argues that these measures have expanded the power of the neoliberal imaginary through producing an enhanced market apparatus and an apolitical teaching profession. The neoliberal expansion reflects the manifestation of different kinds of rhizomatic connections to reterritorialise the field. This study calls for the rethinking of teacher educators’ ethical responsibility in addressing the complexity of teacher work frequently neglected by policy and the policy/practice divide in teacher education. Copyright © 2020 National Children's Bureau and John Wiley & Sons Ltd.
Original languageEnglish
Pages (from-to)259-273
JournalChildren and Society
Volume35
Issue number2
Early online date07 Nov 2020
DOIs
Publication statusPublished - Mar 2021

Citation

Yuen, G. (2021). Kindergarten Education Scheme in Hong Kong: Policy measures, rhizomatic connections and early childhood teacher education. Children and Society, 35(2), 259-273. doi: 10.1111/chso.12426

Keywords

  • Deleuze
  • Early childhood teacher education
  • Market
  • Policy
  • Professionalism

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