Lecture 14Lecture 14
Concluding Remark: Concluding Remark: Locating Education Locating Education
Policies in HKSAR ContextPolicies in HKSAR Context
Tsang Wing-kwongTsang Wing-kwong Pong Suet-lingPong Suet-ling
Allocating Education Policy in Context
““In 1943, Sir Fred Clark, Director of the IIn 1943, Sir Fred Clark, Director of the Institute of Education, argued the case fnstitute of Education, argued the case for the appointment of a sociologist to a or the appointment of a sociologist to a chair in education on the ground that tchair in education on the ground that the ‘uneasy awareness, now so widesprhe ‘uneasy awareness, now so widespread and yet so ill-defined, that great chead and yet so ill-defined, that great changes in the social order and the inter-anges in the social order and the inter-play of social forces are already in proplay of social forces are already in progress’ meant that ‘the educational theogress’ meant that ‘the educational theory and educational policy that take no ary and educational policy that take no account of these will be not only blind bccount of these will be not only blind but positively harmful’ (Sir Fred Clarke Aut positively harmful’ (Sir Fred Clarke Archive, Institute of Education, March 19rchive, Institute of Education, March 1943).” (Whitty, 2000, p. 2059)43).” (Whitty, 2000, p. 2059)
““Each society sets up a certain idea of man, of whEach society sets up a certain idea of man, of what he should be, as much from the intellectual poinat he should be, as much from the intellectual point of view as the physical and moral; that this ideal it of view as the physical and moral; that this ideal is, to a degree, the s, to a degree, the samesame for all the citizens; that be for all the citizens; that beyond a certain point it becomes yond a certain point it becomes differentiateddifferentiated acco according to the particular milieux that every society cording to the particular milieux that every society contains in its structure. It is this ideal, at the same tintains in its structure. It is this ideal, at the same time one and various, that is the focus of education. me one and various, that is the focus of education. Its function, then, is to arouse in the child: (1) a cerIts function, then, is to arouse in the child: (1) a certain number of physical and mental states that the tain number of physical and mental states that the societysociety to which he belongs considers should not to which he belongs considers should not be lacking in any of its members; (2) certain physicbe lacking in any of its members; (2) certain physical and mental states that the al and mental states that the particular social grouparticular social groupp (caste, class, family, profession) considers, equa (caste, class, family, profession) considers, equally, ought to be found among all those who make it lly, ought to be found among all those who make it up. …Society can survive only if there exists amonup. …Society can survive only if there exists among its members a sufficient degree of g its members a sufficient degree of homogeneityhomogeneity; ; education perpetuates and reinforces this homogeeducation perpetuates and reinforces this homogeneity by fixing in the child, from the beginning, the neity by fixing in the child, from the beginning, the essential similarities that collective life demands. Bessential similarities that collective life demands. But on the other hand, without a certain ut on the other hand, without a certain diversitydiversity all all co-operation would be impossible; education assuco-operation would be impossible; education assures the persistence of this necessary diversity by bres the persistence of this necessary diversity by being itself diversified and specialized.” (Durkheim, eing itself diversified and specialized.” (Durkheim, 2006/1911, p. 79-80)2006/1911, p. 79-80)
““The schools are an The schools are an arena of conflictarena of conflict because t because they have the hey have the dual roledual role of preparing of preparing workersworkers and and citizenscitizens. The preparation required for citizenship . The preparation required for citizenship in a democratic society based on equal opportuin a democratic society based on equal opportunity and human rights is often incompatible with nity and human rights is often incompatible with the preparation needed for job performance in a the preparation needed for job performance in a corporate system of work. One the one hand, sccorporate system of work. One the one hand, schools must hools must train citizenstrain citizens to know their rights un to know their rights under the law as well as their obligations to exercisder the law as well as their obligations to exercise these rights through political participation. On e these rights through political participation. On the other, schools must the other, schools must train workerstrain workers with the s with the skills and personality characteristics that enable tkills and personality characteristics that enable them to function in an authoritarian work regime. hem to function in an authoritarian work regime. This requires a negation of the very political righThis requires a negation of the very political rights that make for good citizens.” (Carnoy and Levts that make for good citizens.” (Carnoy and Levin, 1985, p. 257) in, 1985, p. 257)
Educational Institution
Social Differentiation
Social Integration
Differentiation in labor & commodity
markets
Differentiation in cultural market or
sphere
Differentiation in political sphere or
arena
Economic domination
Cultural domination
Political domination
Inequalities, hierarchies, stratification
Spontaneous integrations of elements in traditional lifeworld
Kinship, clanship, linguistic, religious groupingsEthnicity: Native residences in native lands
Nationality: Ethnicity striving for self-determination
Formation of sovereign state
Concentration of economic capital
Concentration & monopoly of military & political capital
Concentration of cultural capital
Formation of the nation-state
Educational Institution
Social Differentiation
Social Integration
Differentiation in labor & commodity
markets
Differentiation in cultural market or
sphere
Differentiation in political sphere or
arena
Economic domination
Cultural domination
Political domination
Inequalities, hierarchies, stratification
Spontaneous integrations of elements in traditional lifeworld
Kinship, clanship, linguistic, religious groupingsEthnicity: Native residences in native lands
Nationality: Ethnicity striving for self-determination
Formation of sovereign state
Concentration of economic capital
Concentration & monopoly of military & political capital
Concentration of cultural capital
Formation of the nation-state
Training of Labor
Training of Citizen
Educational Institution
Social Differentiation
Social Integration
Differentiation in labor & commodity
markets
Differentiation in cultural market or
sphere
Differentiation in political sphere or
arena
Economic domination
Cultural domination
Political domination
* Marxian thesis of exploitation & historical materialism
* Weberian thesis of domination & crystallization of stratification
* Bourdieu's concepts of capital, space, habitus & practice
Inequalities, hierarchies, stratification
Spontaneous integrations of elements in traditional lifeworld
Kinship, clanship, linguistic, religious groupingsEthnicity: Native residences in native lands
Nationality: Ethnicity striving for self-determination
Formation of sovereign state
Concentration of economic capital
Concentration & monopoly of military & political capital
Concentration of cultural capital
Formation of the nation-state
Context of Western
European States
Context of the United States
Context of Balkan
States
Context of Post-colonial
States
Educational Institution
Formation of the capitalist market
Labor-intensive manufacturing outlet in
the national-based capitalist world system
Global financial-servicing hub in
informational-global capitalist system
Formation of the nation-state
Democratizing state in the system of
OCTS
The colonial state
Anational-apolitical
citizens in liberal-welfare
state
National-participatory citizens in the OCTSparadox
Manufacturing labor in liberal welfare state
Flexible labor in competition
state
Educational Institution
Formation of the capitalist market
Labor-intensive manufacturing outlet in
the national-based capitalist world system
Global financial-servicing hub in
informational-global capitalist system
Formation of the nation-state
Democratizing state in the system of
OCTS
The colonial state
Anational-apolitical
citizens in liberal-welfare
state
National-participatory citizens in the OCTSparadox
Manufacturing labor in liberal welfare state
Flexible labor in competition
state
Individualization
Homogenization
Can equalization of educational opportunities solve the problems
of the post-80s generation?
How education of nationality-citizenship be designed to resolve the paradox of One Country Two Systems in informational-global
context?
EDM 6210 EDM 6210 Education Policy and SocietyEducation Policy and Society
The End of the Beginning
