Reform at the Intersection of Loose Coupling and Pedagogic Modalities: The Case of Hong Kong

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23

Educational Change; Teaching Methods; Curriculum Implementation; Educational Policy; Case Studies; Liberal Arts; Secondary School Students; Foreign Countries; Educational Strategies; Teacher Student Relationship; Teacher Attitudes; Student Attitudes; Interdisciplinary Approach; Parent School Relationship; School Community Relationship; Secondary School Teachers

10.1177/00131245211001911

0013-1245

This paper contributes to our understanding of the micro-policy experience of an implemented curriculum from the perspective of students, in addition to teachers, as the key coupling agents in the schools of a Chinese global city. Although the phenomenon of decoupling in educational policy is widely recognized, much less attention has been paid to the micro-dynamics involved in implementing education reform policy from the perspective of students and teachers. It is argued that these local actors' experiences are best captured by the bi-dimensional framework of loose coupling and pedagogic modalities. This argument is illustrated through a case study of the implementation of the Liberal Studies reform under Senior Secondary Curriculum in Hong Kong since 2009. The study demonstrates how students and teachers interpret and make sense of policy, strategic, and practical needs manifested in the microprocesses of policy coupling and decoupling.

As Provided

2022

EJ1320498