NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ981412
Record Type: Journal
Publication Date: 2012
Pages: 18
Abstractor: As Provided
Reference Count: 49
ISSN: ISSN-1745-7823
Negotiating Teacher Professionalism: Governmentality and Education Reform in Hong Kong
Chee, Wai-Chi
Ethnography and Education, v7 n3 p327-344 2012
This research investigates how the Hong Kong state controls and disciplines the education sector through the regulation and manipulation of discourses. The authoritative narratives are that some schools are failing the students and parents for not being able to provide quality education, and that these schools are not subject to public scrutiny while spending public money. This article seeks to understand the role of such narratives in neoliberal politics and the marketisation of education which lead to governance in the form of initiatives in school quality assurance mechanism; how different actors (Education Bureau, Professional Teachers' Union and individual teachers) are involved in the process; how they negotiate this governance of education; how such governance transforms the self-perception of teachers as well as the perception of teachers by others; and how teachers interpret, appropriate and resist such discursive power. (Contains 1 table.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Hong Kong