Abstract:
Asia as Method has been a vibrant field in the past decade, spurred by a ‘defiant research imagination’ (Kenway, 2015) in keeping with ways of doing research differently. It endorses the value of local knowledge while concurrently recognizing colonial and global knowledges’ ongoing influence and potential value in knowledge production. Asia as method has the potential to be applied to the Hong Kong context, given Hong Kong's mashing-up characteristics and its local knowledge(s) can be a mashing-up from different traditions of knowledge(s). I take such an approach to understanding education policy enactments, specifically examining how major actors in the school community interact in translating the Fine-tuning Medium of Instruction (FMOI) Policy in a Hong Kong school.
To grasp the nuances of actor interaction, I use concepts from distinct traditions to explain actors’ interaction. I adopt policy analysis and interviews to collect data. Policy analysis focuses on government documents, and school-based policy and related artifacts. Semi-structured interviews were conducted for school leaders and teachers and focus group interviews for students and parents.
The findings show that actors’ interaction in the local context entails cultural and ideological elements and actor agency. It reveals the need and the potential of localised approaches to educational policy studies in the Global South.
References:
Kenway, J. (2015). ‘Asia as method': Chen's conceptual openings. In Asia as Method in Education Studies (pp. 13-31). Routledge.
To grasp the nuances of actor interaction, I use concepts from distinct traditions to explain actors’ interaction. I adopt policy analysis and interviews to collect data. Policy analysis focuses on government documents, and school-based policy and related artifacts. Semi-structured interviews were conducted for school leaders and teachers and focus group interviews for students and parents.
The findings show that actors’ interaction in the local context entails cultural and ideological elements and actor agency. It reveals the need and the potential of localised approaches to educational policy studies in the Global South.
References:
Kenway, J. (2015). ‘Asia as method': Chen's conceptual openings. In Asia as Method in Education Studies (pp. 13-31). Routledge.