Reform at the intersection of loose coupling and pedagogic modalities: The case of Hong Kong

Research output: Contribution to journalArticlespeer-review

Abstract

This paper contributes to our understanding of the micro-policy experience of an implemented curriculum from the perspective of students, in addition to teachers, as the key coupling agents in the schools of a Chinese global city. Although the phenomenon of decoupling in educational policy is widely recognized, much less attention has been paid to the micro-dynamics involved in implementing education reform policy from the perspective of students and teachers. It is argued that these local actors’ experiences are best captured by the bi-dimensional framework of loose coupling and pedagogic modalities. This argument is illustrated through a case study of the implementation of the Liberal Studies reform under Senior Secondary Curriculum in Hong Kong since 2009. The study demonstrates how students and teachers interpret and make sense of policy, strategic, and practical needs manifested in the microprocesses of policy coupling and decoupling. Copyright © 2021 The Author(s).
Original languageEnglish
JournalEducation and Urban Society
Early online date25 Mar 2021
DOIs
Publication statusE-pub ahead of print - 25 Mar 2021

Citation

Lee, T. T.-L. (2021). Reform at the intersection of loose coupling and pedagogic modalities: The case of Hong Kong. Education and Urban Society. Advance online publication. doi: 10.1177/00131245211001911

Keywords

  • Loose coupling
  • Pedagogic modalities
  • Curriculum reform
  • Micro-policy
  • Hong Kong

Fingerprint Dive into the research topics of 'Reform at the intersection of loose coupling and pedagogic modalities: The case of Hong Kong'. Together they form a unique fingerprint.