The representations of youth in liberal studies student works in Hong Kong

Chitat CHAN, Danping WANG, Kathy WONG

Research output: Contribution to journalArticle

Abstract

The study explored whether the deficit approach to understanding youth, which has been widely critiqued in contemporary youth studies, could still be a dominant paradigm in the student works of an emerging curriculum emphasizing multiple-perspective thinking. The study analyzed the student works in the Enquiry Study Award Scheme organized by Hong Kong Education City (HKEdCity), which was a region-wide competition awarding Liberal Studies (LS) student projects. The findings indicated that although there were diverse theoretical labels presented by the student works, a deficit approach to understanding youth was still a dominant paradigm. This also implied that negative representations of youth were not merely enforced by authoritative institutional discourses, but were partly supported and endorsed by the students themselves. Copyright © 2011 Common Ground, Chitat Chan, Danping Wang, Kathy Wong.
Original languageEnglish
Pages (from-to)245-256
JournalThe International Journal of the Humanities
Volume9
Issue number1
DOIs
Publication statusPublished - 2011

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Hong Kong
Paradigm
Education
Curriculum
Institutional Discourse

Citation

Chan, C., Wang, D., & Wong, K. (2011). The representations of youth in liberal studies student works in Hong Kong. The International Journal of the Humanities, 9(1), 245-256. doi: 10.18848/1447-9508/CGP/v09i01/43098

Keywords

  • Representations of youth
  • Liberal studies
  • Critical thinking
  • Schools