EDD5213 Education Policy and Practice in HK

1
EDD5213Education Policy and Practice in HK

• Topic 7
• Whats Wrong with
• HKSAR Education Reform?

2
Critical Discourse Analysis of Education Reform
for Lifelong Learning in HKSAR

• The discourse economy HKSAR education reform for
  Lifelong Learning
• Different policy discourses occupy different
  position in the economy of discourse
• Critical discourse analysis reveal which group of
  policy statements has assumed dominant and
  totality position in the economy of discourse and
  which group has been marginalized to position of
  silence
• In short it reveals the historical specificity
  of what is said and what remains unsaid. (Ball,
  1990, p.3)

3
Critical Discourse Analysis of Education Reform
for Lifelong Learning in HKSAR

• What has been said?
• The totality of policy objective of Lifelong
  Learning for Instrumental Economicism
• The totality of policy measures of Quasi-Market
  mechanism

4
Critical Discourse Analysis of Education Reform
for Lifelong Learning in HKSAR

• What has not been said?
• The silence in the policy objectives of Lifelong
  Learning for social inclusion
• The silence in the policy measures of
• Substantive equality of educational opportunity
• Building collective intelligence capacity
• Building relation of trust and social inclusion
• The silence on the policy objective of Lifelong
  Learning for political empowerment
• The silence in the policy measures of
• Democratic learning for citizenship
• Building capacity for co-operative action of
  citizens
• Building capacity for citizen action and agency

5
Critical Discourse Analysis of the
Quality-Education Reform in HKSAR

• The totality of the techno-scientific conception
  of quality in education
• Quality in education outcome Acquisition of
• Skills and competences, which can be
  standardized, quantified, calculable, predictable
  and controllable
• Skills and competences, which are employable,
  marketable and convertible in money terms
• Skills and competences, which are governable
• Quality in learning and teaching processes
• Students are materials, which can be value-added
• Teachers are workers, who can be benchmarked
• Teaching and learning are processes, which can be
  audited in time-motion terms

6
Critical Discourse Analysis of the
Quality-Education Reform in HKSAR

• The totality of the techno-scientific conception
  of quality in education
• Quality in school organizations
• School organizations are structures, which can be
  standardized and benchmarked
• School organizations are processes, which can be
  audited with standardized indicators
• School organizations are cultures, which can be
  measures with school ethos checklists
• Assumption of prefect causality in education
  enterprises in techno-scientific conception of
  quality in education

7
Critical Discourse Analysis of the
Quality-Education Reform in HKSAR

• The silence in the empathetic-practical
  conception of quality in education
• Quality in education outcome Attainment of
• Practical efficacy in interaction with fellow
  beings
• Empathetic understanding in social interactions
• Social identification and integration in
  particular human communities
• Quality in learning and teaching processes
• Teachers as professionals working in communal
  bonds of intellectuality, practicality and trust
• Teachers and students are in professional-client
  relationships, which are bonded by empathetic
  understanding and trust
• Teaching and learning are practical interactions
  of uncertainty, which can not be lock-stepped
  into calculable and controllable processes

8
Critical Discourse Analysis of the
Quality-Education Reform in HKSAR

• The silence in the empathetic-practical
  conception of quality in education
• Quality in school organizations
• Schools as communities of empathetic
  understanding and caring between the elderly and
  offspring
• Schools as professional communities of
  intellectuality, practicality and trust
• Assumption of education as an uncertain practice
  of Reflective Practitioners (Schon, 1983)

9
Critical Discourse Analysis of the
Quality-Education Reform in HKSAR

• The silence in the emancipatory conception of
  quality in education
• Quality in education outcome Capacities to
• To excel beyond the current state of being
• To speculate
• To better the status quo
• Quality in learning and teaching processes
• Teachers are transformative intellectuals working
  for the betterment of the status quo and the
  coming generation
• Students are potentials to be excel
• Teaching and learning are experimental,
  surprising and risk-taking processes of
  liberating speculative spirits

10
Critical Discourse Analysis of the
Quality-Education Reform in HKSAR

• The silence in the emancipatory conception of
  quality in education
• Quality in school organizations
• Schools as liberating communities of human
  potentials
• Schools as communities of praxis
• Assumption of education as risk-taking praxis of
  speculative or even revolutionary spirits

11
Critical Discourse Analysis of the
Quality-Education Reform in HKSAR

• The Consequences of Monolithic Version of Quality
  in Education
• Constitution of One-dimensional Man (Marcuse,
  1964)
• Constitution of one-dimensional School
• Value-added, low-trust and no-surprise
  schools
• Constitution of one-dimensional society

12
Richard Elmores Criticism on the
Performance-Based Accountability

• Distinction of education reform from inside out
  and outside in
• Reform from outside in
• Surveillance-evaluationism Reform by measuring
  students achievements
• Discipline-managerialism Reform by disciplining
  schools
• Parentocacy-consumerism Reform by exit and
  choice

13
Richard Elmores Criticism on the
Performance-Based Accountability

• Reform from inside out
• Distinction among standards set by policy,
  professional performance of schools and
  achievements of students
• The idea of reciprocity of accountability
• Expectation of enhancement of performance from
  the authority of the accountability system
• Responsibility of the authority to provide the
  service-delivering agent and personnel the
  additional capacity necessary to meet the
  increasing expectation

14
Richard Elmores Criticism on the
Performance-Based Accountability

• Reform from inside out
• Two key constituents of reform from the inside
  out
• The instructional core
• The knowledge and skill of the teacher in
  relation to the content
• The knowledge and skill of teacher in relation to
  the students mastery of the content
• The knowledge and skill of the student in
  relation to the content and students knowledge
  of the teachers expectations around the content
• The way in which the content is refracted through
  the understanding of the teacher and student

15
Richard Elmores conception of Instructional Core
Knowledge of the expectation of
Student
Teacher
Knowledge Skill
Knowledge Skill
Knowledge Skill
Mastery
Content
The refracted content
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Richard Elmores Criticism on the
Performance-Based Accountability

• Reform from inside out
• Two key constituents of reform from the inside
  out
• The capacity for the organization of the
  instruction core
• Intellectual, cultural, financial and other
  material resources necessary for carrying out the
  instructional core provided by different parties
  concerned
• Governmental authorities making and implementing
  the New Accountability policy
• School administration
• Teachers
• Students
• The community at large

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EDD5213Education Policy and Practice in HK

• The End of My Lectures
• and
• The Beginning of Your Policy Practices