Hong Kong Prospective Teachers' Positioning: Experiences and Challenges in Global Dialogues

• In Event: International Perspectives

Abstract

Using positioning theory as analytic framework, this qualitative study is to explore the discursive positioning of Hong Kong prospective teachers as participants in a global dialogues project engaging prospective teachers from three continents – Hong Kong, the UK, and South Africa in global dialogues to inquire educational issues. Data was gathered from focus group interviews with Hong Kong participants, accompanied with drawing and storytelling artefact. Findings illuminated that the prospective teachers self-positioned themselves as ‘a listener and observer’ and ‘a speaker’ in global dialogues while they positioned ‘global peers’ as ‘a collaborator’ and ‘a competitor’. The findings suggested that there may exist different ‘hidden’ factors influencing participants’ engagement in global dialogues. Implications for research and practice are then discussed.

Authors

• Sally Wai-Yan Wan, The Chinese University of Hong Kong
  Presenting Author

• Suzannie Kit-Ying Leung, The Chinese University of Hong Kong
  Non-Presenting Author

• Emily Sein Yue Hui, University of Hong Kong
  Presenting Author

• Angus Ho-Hei Cheng, The Chinese University of Hong Kong
  Non-Presenting Author

• Janet Orchard, University of Bristol
  Non-Presenting Author

• Nuraan Davids, Stellenbosch University
  Non-Presenting Author

• Annie On-Ni LAM, The Chinese University of Hong Kong
  Non-Presenting Author