Convergence and Divergence: Student Teachers’ Representations of the “Othered” Intended Curriculum and the Localized Implemented Curriculum

• In Event: Roundtable Session 21
  In Roundtable Session: Effects of Curriculum Design in an International Context

Abstract

Against the backdrops of decolonization and globalization, Hong Kong education has witnessed intense local-global interactions in the last decades, especially after its handover to Mainland China. Undergirded by Hansen’s (2008) notion of cosmopolitanism as an educational orientation, this paper discloses Hong Kong student teachers’ day in and day out “engagement in multiple traditions” (Jupp, 2013, p. 14) of curriculum making. It also tries to creatively reconstruct cultural values of local curriculum development efforts while collaboratively exploring alternatives to capitalizing upon the local and global accomplishments in educational contact zones of the East and the West.

Author

• Zheng Zhang, The Chinese University of Hong Kong