Conceptualising reform, governance and knowledge: the case of Hong Kong senior secondary liberal studies curriculum reform
In 2021, the Hong Kong (HKSAR) Government announced a major reform of the Liberal Studies (LS) subject in Hong Kong senior secondary education, transforming it into “Citizenship and Social Development” (CSD). This reform included significant changes to the curriculum, such as a substantial reduction...
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Taylor & Francis Group
2025-04-01
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| Series: | Education Inquiry |
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| Online Access: | https://www.tandfonline.com/doi/10.1080/20004508.2025.2479313 |
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| author | Yu Hang Kwok |
| author_facet | Yu Hang Kwok |
| author_sort | Yu Hang Kwok |
| collection | DOAJ |
| description | In 2021, the Hong Kong (HKSAR) Government announced a major reform of the Liberal Studies (LS) subject in Hong Kong senior secondary education, transforming it into “Citizenship and Social Development” (CSD). This reform included significant changes to the curriculum, such as a substantial reduction in lesson hours, the removal and modification of curriculum content, and alterations in assessment methods. The reform can be understood as a nexus of power, knowledge, politics, social governance and historically situated practices, constructed through the intersection of multiple constituents. Drawing on Popkewitz’s insights, this paper addresses a fundamental question: “What constitutes reform?” First, the development of LS is examined, followed by an analysis of the reform through Popkewitz’s perspectives on the “social epistemology” and the modulated knowledge it entails. This analysis leads to implications that the LS reform in turn serves as a governing practice with modulated curriculum content, shaping it to align with broader political imperatives. Finally, this paper provides insights for future research for studying education in Hong Kong and potential comparative efforts to understand Hong Kong in relation to cases observed in other national contexts. |
| format | Article |
| id | doaj-art-4dde61d23c724c9b8df2d70b6e3c5e23 |
| institution | DOAJ |
| issn | 2000-4508 |
| language | English |
| publishDate | 2025-04-01 |
| publisher | Taylor & Francis Group |
| record_format | Article |
| series | Education Inquiry |
| spelling | doaj-art-4dde61d23c724c9b8df2d70b6e3c5e232025-08-20T03:05:55ZengTaylor & Francis GroupEducation Inquiry2000-45082025-04-0112610.1080/20004508.2025.2479313Conceptualising reform, governance and knowledge: the case of Hong Kong senior secondary liberal studies curriculum reformYu Hang Kwok0Department of Education, National Taiwan Normal University, Taipei, TaiwanIn 2021, the Hong Kong (HKSAR) Government announced a major reform of the Liberal Studies (LS) subject in Hong Kong senior secondary education, transforming it into “Citizenship and Social Development” (CSD). This reform included significant changes to the curriculum, such as a substantial reduction in lesson hours, the removal and modification of curriculum content, and alterations in assessment methods. The reform can be understood as a nexus of power, knowledge, politics, social governance and historically situated practices, constructed through the intersection of multiple constituents. Drawing on Popkewitz’s insights, this paper addresses a fundamental question: “What constitutes reform?” First, the development of LS is examined, followed by an analysis of the reform through Popkewitz’s perspectives on the “social epistemology” and the modulated knowledge it entails. This analysis leads to implications that the LS reform in turn serves as a governing practice with modulated curriculum content, shaping it to align with broader political imperatives. Finally, this paper provides insights for future research for studying education in Hong Kong and potential comparative efforts to understand Hong Kong in relation to cases observed in other national contexts.https://www.tandfonline.com/doi/10.1080/20004508.2025.2479313Hong Kongliberal studiescurriculum reformpolitical pedagogysocial epistemology |
| spellingShingle | Yu Hang Kwok Conceptualising reform, governance and knowledge: the case of Hong Kong senior secondary liberal studies curriculum reform Education Inquiry Hong Kong liberal studies curriculum reform political pedagogy social epistemology |
| title | Conceptualising reform, governance and knowledge: the case of Hong Kong senior secondary liberal studies curriculum reform |
| title_full | Conceptualising reform, governance and knowledge: the case of Hong Kong senior secondary liberal studies curriculum reform |
| title_fullStr | Conceptualising reform, governance and knowledge: the case of Hong Kong senior secondary liberal studies curriculum reform |
| title_full_unstemmed | Conceptualising reform, governance and knowledge: the case of Hong Kong senior secondary liberal studies curriculum reform |
| title_short | Conceptualising reform, governance and knowledge: the case of Hong Kong senior secondary liberal studies curriculum reform |
| title_sort | conceptualising reform governance and knowledge the case of hong kong senior secondary liberal studies curriculum reform |
| topic | Hong Kong liberal studies curriculum reform political pedagogy social epistemology |
| url | https://www.tandfonline.com/doi/10.1080/20004508.2025.2479313 |
| work_keys_str_mv | AT yuhangkwok conceptualisingreformgovernanceandknowledgethecaseofhongkongseniorsecondaryliberalstudiescurriculumreform |