Teaching about and for social justice in teacher education in Hong Kong

King Man Eric CHONG, Ian DAVIES, Shun Shing PAO

Research output: Contribution to journalArticlespeer-review

3 Citations (Scopus)


This paper analyses the learning impacts of a social justice learning unit, which was implemented through three lectures in each of two undergraduate teacher education courses in 2017/18 across two semesters. The design of the unit allows for social inquiry and experiential learning in the undergraduate curriculum. A sequential mixed-methods design was adopted, with pre and post questionnaire and interview data gathered from undergraduate students. We argue that learning and applying social justice concepts through group inquiry and other learning activities on social justice related issues, together with an experiential learning site visit, can facilitate the development of understanding of both the concept and application of social justice, a positive perception towards ethnic minorities and a desire for further learning and engagement in the community. This study would be useful for any university educators who want to teach about and for social justice in ways that may help students to develop an increased willingness for community service. Copyright © 2020 The Author(s).
Original languageEnglish
Pages (from-to)211-227
JournalCitizenship, Social and Economics Education
Issue number3
Early online date22 Sept 2020
Publication statusPublished - 01 Dec 2020


Chong, E. K.-M., Davies, I., & Pao, S.-S. (2020). Teaching about and for social justice in teacher education in Hong Kong. Citizenship, Social and Economics Education, 19(3), 211-227. doi: 10.1177/2047173420957380


  • Social justice
  • Social justice education
  • Undergraduate curriculum
  • Ethno-cultural empathy
  • Future career
  • TDG project code: T0186
  • Period: TDG 2016-2017
  • Teaching Development Grant (TDG)
  • Teaching Development Grant (TDG) Output


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