Schooling in Hong Kong, Youth Aspirations, and the Contesting of Chinese Identity

Autor/inn/en	Tsao, Jack; Hardy, Ian; Lingard, Bob
Titel	Schooling in Hong Kong, Youth Aspirations, and the Contesting of Chinese Identity
Quelle	In: British Journal of Sociology of Education, 42 (2021) 2, S.196-212 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tsao, Jack) ORCID (Hardy, Ian) ORCID (Lingard, Bob)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0142-5692
DOI	10.1080/01425692.2021.1882836
Schlagwörter	Foreign Countries; Self Concept; Social Change; Language Planning; Postcolonialism; Academic Aspiration; Occupational Aspiration; Secondary School Students; Student Attitudes; Middle Class; English (Second Language); Language of Instruction; Neoliberalism; Asian Culture; Social Values; Political Attitudes; Chinese; Second Language Learning; Educational Policy; Hong Kong; China + Suchen Sie Ihr Suchwort? Ausland; Selbstkonzept; Sozialer Wandel; Sprachwechsel; Post colonialism; Postkolonialismus; Berufsneigung; Berufsziel; Sekundarschüler; Schülerverhalten; Mittelschicht; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching language; Unterrichtssprache; Neo-liberalism; Neoliberalismus; Sozialer Wert; Political attitude; Politische Einstellung; China; Chinesen; Zweitsprachenerwerb; Politics of education; Bildungspolitik; Hongkong
Abstract	This article provides a critical sociological examination of how Hong Kong youth's relationship towards Chinese identity and China is negotiated vis-a-vis schooling, language policy, and the broader Hong Kong postcolonial condition, and how this mediates these students' aspirational imaginations regarding possibilities of studying and working in mainland China. Through focus group interviews with middle-class senior secondary school students studying in English as medium of instruction (EMI) Hong Kong government schools, we highlight the conflicted relationships students had towards China, which is embedded within historical memory, but complicated by the contrasting values inherent in Hong Kong as a global financial hub and neoliberal node. Despite the school's active policies promoting Chinese cultural identity, deep ambivalences associated with Chinese sociopolitical values affected aspirational capacity. Furthermore, language policy and language acquisition are implicated in the formation of Hong Kong students' spatiotemporal aspirations towards China. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01