Educational commons: resisting neoliberalism through teachers' voices in Hong Kong.
Neoliberal policy agendas have heavily influenced multiple aspects of education systems worldwide. Hong Kong is no exception. The education sector in Hong Kong guides teachers tightly to ensure that quantifiable assessments, accountability mechanisms, and teacher training are aligned with global sta...
| Publicado en: | Cultural Studies Vol. 39; no. 3; pp. 358 - 383 |
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| Autores principales: | , |
| Formato: | Artículo |
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Taylor & Francis Ltd
May2025
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=184518977&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 184518977 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 09502386 05G jtl: Cultural Studies issn: 09502386 maglogo: N pubinfo: dt: May2025 vid: 39 iid: 3 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 184518977 10.1080/09502386.2024.2442436 ppf: 358 ppct: 25 formats: fmt: – @attributes: type: T – @attributes: type: P size: 488KB tig: atl: Educational commons: resisting neoliberalism through teachers' voices in Hong Kong. aug: au: Leung, Suzannie Kit-ying Wan, Sally Wai-yan affil: Department of Curriculum and Instruction, The Chinese University of Hong Kong, Hong Kong, China su: Neoliberalism Teacher training Education Key performance indicators (Management) Hong Kong (China) sug: subj: Hong Kong (China) Neoliberalism Teacher training Education Key performance indicators (Management) keyword: Educational commons neoliberalism teachers' voices ab: Neoliberal policy agendas have heavily influenced multiple aspects of education systems worldwide. Hong Kong is no exception. The education sector in Hong Kong guides teachers tightly to ensure that quantifiable assessments, accountability mechanisms, and teacher training are aligned with global standards. This neoliberal development tends to induce top-down curricula, syllabi, frameworks, performance indicators, and teacher training programs. Teachers have become increasingly aware of a lack of autonomy in their professional community. Thus, a pedagogy of listening is crucial for us to hear the voices of the affected teachers and their corresponding alternative narratives. We apply the concept of the commons as an alternative way of listening to teachers' voices and resisting the neoliberal tensions in dominant discourses. A group of teachers from Hong Kong collectively owns a digital platform for holding dialogues with teachers in different places, including the UK and South Africa, allowing them to discuss educational topics and issues globally. The dialogues have uncovered the misalignments, tensions, and contradictions between curriculum and practice. Such bottom-up dialogues have opened a shared space for teachers' alternative narratives to emerge, empowering teachers to actively participate in their school teaching. We argue that the educational commons is an alternative way of liberating the silenced narratives in the education system. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Cultural Studies is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Cultural Studies holder: Taylor & Francis Ltd dt: @attributes: year: 2025 holdings: @attributes: islocal: N |
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