NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ982343
Record Type: Journal
Publication Date: 2012
Pages: 16
Abstractor: As Provided
Reference Count: 36
ISSN: ISSN-0159-6306
The Deficit Representation of Youth at Different Levels of Curriculum-Making: A Case Study on the Liberal Studies Curriculum in Hong Kong
Chan, Chitat; Ting, Wai-Fong
Discourse: Studies in the Cultural Politics of Education, v33 n4 p529-544 2012
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 multiple-perspective 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. (Contains 4 tables.)
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 - Evaluative
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Hong Kong