This study explores whether the deficit approach to understanding youth, which has been widely critiqued in contemporary youth studies, could still be a dominant paradigm in an emerging curriculum which emphasises multipleperspective thinking. The analysis compares the representations of youth in selected reference sources at different levels of curriculum-making of the Liberal Studies (LS) curriculum in Hong Kong. These includes: (1) the official website of the curriculum, (2) the textbooks and (3) the teachers’ verbal accounts. The findings indicate that the curriculum contents at the institutional level (the LS official website) do not really favour a deficit representation of youth, but that the contents at the programme level and at the classroom level do intensify that deficit representation. The findings shed light on the discourse of youth in education regimes and inform future research. Copyright © 2012 Taylor & Francis Group, an informa business.
|Journal||Discourse: Studies in the Cultural Politics of Education|
|Publication status||Published - Oct 2012|
CitationChan, C., & Ting, W.-T. (2012). The deﬁcit representation of youth at different levels of curriculum-making: A case study on the Liberal Studies curriculum in Hong Kong. Discourse: Studies in the Cultural Politics of Education, 33(4), 529-544.
- Representations of youth
- Representations of adolescents
- Critical thinking
- Multiple-perspective thinking
- Liberal Studies