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Globalisation and localisation enmeshed—towards a framework for the development of guidance curriculum in Hong Kong
Abstract
Hong Kong’s 150 years of colonisation by the British is a classic example of how globalisation comes into direct contact with a local Chinese culture and creates cultural hybridities. The paper presents a framework for developing a hybrid guidance curriculum, drawing together western traditions of developmental contextualism in guidance and Chinese traditions of Confucian humanism in moral education. The core of the framework is a hybrid self, integrating the individualist and the embedded self. The paper highlights the importance of culture and context in considering school guidance and the ‘fluid’ and dynamic nature of ‘glocalisation’ working towards integration.
... This combination of qualitiesboth Vietnamese and modern -should be at the heart of a learner-centred tertiary education that prepares an educated workforce in which members of that workforce create their unique individual identity, but at the same time fit in with the community, in the Vietnamese way. Such a curriculum can be seen as based on the notion of person/self in context (Luk-Fong, 2005 In short, higher education needs to focus on developing learners' ability to locate themselves effectively within the professional and social community, connect to new developments in science and knowledge in a practical way, and display engaged national and global citizenship. Graduates should be able to look at the broader issues not only in local and regional context but also in national and global parameters. ...
... Vietnam needs learners who are both capable of developing their full self-potentials and also are globally mobile, manage multiple identities and cultivate a sense of responsibility toward their professional and social community. The educational system should place more emphasis on the 'self in context' and 'integrated self' notions (Lam, 1989;Luk-Fong, 2005). ...
... The development of the self is shaped by the collective context including the family, school, community and society. At the same time, students should be educated to cultivate and develop a sense of responsibility towards themselves and the context, that is, their family, their society, their nation and human kind (Luk-Fong, 2005). The notion of the 'self in context' entails flexibility as it indicates the need for the self to be practical and adaptable to the context. ...
Many developing countries are in the process of restructuring their higher education system to meet their nation's socio-economic development. As their educational budget is not unlimited, working with international educational institutions has become one of the attractive solutions to improve the quality of their education and to make it relevant to meet their nation's educational demand for economic development. This paper identifies some key issues which have prevented the Vietnamese higher education system from serving effectively its country's open-door policy and provide necessary recommendations to help Vietnam overcome its shortcomings and weaknesses. The issues identified together with recommendations, on the other hand, may help some educational policy makers from developed countries select their fields of assistance or cooperation as well as to establish their long term educational strategies to deal with developing countries such as Vietnam..
... This combination of qualitiesboth Vietnamese and modern -should be at the heart of a learner-centred tertiary education that prepares an educated workforce in which members of that workforce create their unique individual identity, but at the same time fit in with the community, in the Vietnamese way. Such a curriculum can be seen as based on the notion of person/self in context (Luk-Fong, 2005 In short, higher education needs to focus on developing learners' ability to locate themselves effectively within the professional and social community, connect to new developments in science and knowledge in a practical way, and display engaged national and global citizenship. Graduates should be able to look at the broader issues not only in local and regional context but also in national and global parameters. ...
... Vietnam needs learners who are both capable of developing their full self-potentials and also are globally mobile, manage multiple identities and cultivate a sense of responsibility toward their professional and social community. The educational system should place more emphasis on the 'self in context' and 'integrated self' notions (Lam, 1989;Luk-Fong, 2005). ...
... The development of the self is shaped by the collective context including the family, school, community and society. At the same time, students should be educated to cultivate and develop a sense of responsibility towards themselves and the context, that is, their family, their society, their nation and human kind (Luk-Fong, 2005). The notion of the 'self in context' entails flexibility as it indicates the need for the self to be practical and adaptable to the context. ...
... This combination of qualitiesboth Vietnamese and modern -should be at the heart of a learner-centred tertiary education that prepares an educated workforce in which members of that workforce create their unique individual identity, but at the same time fit in with the community, in the Vietnamese way. Such a curriculum can be seen as based on the notion of person/self in context (Luk-Fong, 2005 In short, higher education needs to focus on developing learners' ability to locate themselves effectively within the professional and social community, connect to new developments in science and knowledge in a practical way, and display engaged national and global citizenship. Graduates should be able to look at the broader issues not only in local and regional context but also in national and global parameters. ...
... Vietnam needs learners who are both capable of developing their full self-potentials and also are globally mobile, manage multiple identities and cultivate a sense of responsibility toward their professional and social community. The educational system should place more emphasis on the 'self in context' and 'integrated self' notions (Lam, 1989;Luk-Fong, 2005). ...
... The development of the self is shaped by the collective context including the family, school, community and society. At the same time, students should be educated to cultivate and develop a sense of responsibility towards themselves and the context, that is, their family, their society, their nation and human kind (Luk-Fong, 2005). The notion of the 'self in context' entails flexibility as it indicates the need for the self to be practical and adaptable to the context. ...
Higher and tertiary education are crucial to modern nations. Vietnam has great potential, but its universities and colleges are poor-performing, under-funded and slow to change compared to those in neighbouring East Asian nations. This book analyses the problem and provides constructive solutions for the reform of higher education.
... Indeed, cultural hybridities play an important role in the success of Ocean Park's Halloween Bash in terms of the fluidity and dynamic nature of 'glocalization' working for integrative crossover of different global, as well as local, ideas, identities and cultures. Such kinds of cultural hybridization, partly the result of Hong Kong's experience of being a colony for 150 years, constitute a significant part of cultural globalization in postmodern consumer society (Yuk, 2005). The hypothesis of this article is that the universality and homogeneity of Disneyland's inherited 'global corporate cultural capital' and multinational corporate culture undermines its flexibility in a postmodern consumer market that favors cultural hybridities and diversities. ...
... Bash, with its hybrid ghost cultures, as its own cultural capital for the postmodern consumer market in Hong Kong (Yuk, 2005). Like the other interviewees, Carrie Wong (Account Manager), who is responsible for the communication and promotion strategy of Ocean Park's Halloween Bash, agreed that the TVC of Disneyland's Haunted Halloween is an outstanding media production within the limits imposed by the Disney brand baggage. ...
... In other words, Ocean Park is more local while Disneyland is more global or Western. This may be rephrased as the difference between the local, flexible, hybrid culture deriving from Hong Kong's 150-year experience as a colony (Yuk, 2005) and the global, rigid, American homogeneous culture respectively. She, therefore, interpreted that the communication and promotion strategy for the Halloween Bash is more localized, 'dei di' in Cantonese slang. ...
Three teenagers enter the lobby of a nostalgic American-style, castle-like haunted hotel when its front entrance opens up for their adventure. Suddenly the two naughty boys slip out of the hotel, lock the door and shut the girl inside alone. She is frightened and shouts to them to open the door until she hears creepy noises from a piano that is being played though the piano stool is empty. She is too scared to scream and runs upstairs to the dark corridor while the two naughty boys laugh unstoppably outside. The girl is scared again by a bed that floats in the air, swinging gently, and a flying tap that runs water by itself in front of a leaking bath. Finally, she comes out of the hotel unscathed, but with her head turned through 180 degrees. The two naughty boys, still rejoicing over their prank, are scared by her incredibly ghostlike appearance.
... Eastern and Western) in place of one integrated guidance curriculum seems to reflect a desire to identify one's own unique characteristics as reflected in the process of glocalisation (Tien & Talley, 2012). Luk-Fong (2005) in (Tien & Talley, 2012) suggests that while applying the integrated curriculum, the students' emotional feelings, mental processes, and individual behaviors must also be taken into account. Nevertheless, the example of mixes of globalization and localization in curriculum development, as provided by Luk-Fong, best offer a theoretical framework for facilitating the actual implementation of the guidance/ moral/ civic education curriculum in Hong Kong as a response to globalization. ...
... This understanding is actually not separated from education as a process of inheritance of cultural values of one society to the next generation. Luk-Fong (2005) in (Tien & Talley, 2012) uses the development of a guidance curriculum in a Hong Kong university as an example of a mix of 'east' and 'west', or as a representation of globalisation-localization enmeshed. ...
The expansion of internationalization has challenged education advancement in 21th century which is not only at Islamic higher education level but also at the Islamic primary education sphere. For preparing young learners to engage in the dynamics of internationalization, some Islamic primary schools competitively share new horizons on integrating sciences, humanism and spiritual values that adapt salaf models of pesantren and global ideas. Therefore, this article, in a qualitative research, exemplifies the social phenomena on how to construct new paradigm of glocalization for the evolvement andperpetuation of Islamic primary educational institution in Indonesia. Collected by observations, interviews and documentations, it is concluded that glocalization can be employed as the panacea for society’s needs in which local wisdom can take its portions in curriculum that inserts multiple intelligence and Higher Order Thinking Skill (HOTS) and provide academic agendas of primary instructional classroom.
... Developing an approach to careers guidance policy and practice, which is distinctly Faroese or Greenlandic is not just important for meeting the specific needs of the communities, but also as part of establishing the autonomy and identity of the Faroes and Greenland in their own right. Indeed work in other communities has explored the potential of developing careers guidance frameworks as part of an emancipatory process, which incorporate and account for specific cultural contexts -for example in New Zealand incorporating Maori culture, and in Hong Kong incorporating Chinese culture (Luk Fong, 2005;Miller, 2012). The question of cultural identity is a complex and challenging one, and the development of appropriate policy is likely to differ between regions. ...
... However, the LMS is constrained to mainly curriculum content, and this is often poorly localised (see e.g. Luk-Fong, 2005) to meet the indigenous learner's needs. In contrast, the VW contains both educational and non-educational content that creates a more culturally familiar learning context. ...
... In the excerpt above, the participant argues that University staff's development in the capacity to 'cooperate, negotiate and to communicate', which aims to create the consensus, is often seen as a typical feature of the 'Western' work relationship but indeed could be deeply rooted in the 'East' tradition, in this case, the Vietnamese traditional way of life or virtue. The participant also noted to be mindful of the self in context (Luk-Fong 2005), that is, the 'self' in relation with the 'other' in context. This entails selfawareness and awareness of the other in order to ensure flexibility and adaptation. ...
Vietnam's history has witnessed the nation’s constant effort to learn from the outside world. This effort paradoxically co-exists with the country’s aspiration to escape from foreign domination, to protect national independence and to preserve national identity. Discussions of foreign influences in the Vietnamese education system should be situated within the overall political and historical condition of Vietnam, which has been characterised by the influence of successive external forces and foreign countries. There have been a lot of debates and discussions about the nature, benefits and tensions associated with Vietnam’s efforts to open to the world and learn from other countries while combining with and maintaining its traditional practices and values in the course of education reform over the nation’s different historical and political periods. However, hybridity in higher education as a notable phenomenon related to the interactions between Vietnamese traditions and foreign influences has not been adequately explored in empirical research. The study reported in this paper responds to this paucity in the literature. It analyses the dynamic and complex dimensions of hybridity across two Vietnamese universities. The empirical data show that hybridity is accompanied with some positive changes and reforms in teaching, learning and university governance. However, hybridity happens in largely ad hoc, fragmented and inconsistent manners across different areas of university operations. The research also indicates that the dominant force behind hybridity in the Vietnamese HE system is staff and leaders being educated overseas and exposed to foreign practices and values. It, however, shows the tensions arising from the interactions of the Western, traditional and Communist Party principles during the hybridisation process. The paper concludes by offering some implications for the development of a strategic plan and approaches to deal with potential conflicts between external influences and traditional values and assist staff with the development of their capacity to optimise the potential benefits of hybridity to enrich teaching, learning, governance and university operation.
... However, the LMS is constrained to mainly curriculum content, and this is often poorly localised (see e.g. Luk-Fong, 2005) to meet the indigenous learner's needs. In contrast, the VW contains both educational and non-educational content that creates a more culturally familiar learning context. ...
The chapter proposes that technology can be used to design culturally sensitive and authentic science education, but not all technology is suitable or desirable. Virtual Worlds (VWs), however, possess many of the technical affordances and learning benefits that could be used to enhance the teaching of science to learners from different cultures. VWs, by definition, reflect the cultures or subcultures of their designers. Consequently when VWs are used to teach across cultures it will usually require some form of 'border crossing' for the learners. In particular the cultural gap between a learners' everyday world and the world of science can result in unauthentic and ineffective teaching and learning. The world of pedagogy, on the other hand, should mediate between the everyday world and the world of science. It performs a critical function of correctly aligning the worlds and in doing so helps to prevent misconceptions and to identify and explore alternative explanations. How to design the pedagogical world is discussed both in theoretical and applied terms. The theoretical aspect is based on Mayes and Fowler’s (1999) learning framework and its various enhancements (e.g. Fowler, 2014) and has a strong emphasis on incorporating pedagogical principles into the technical design of the VW. The applied aspects focus on the use of learning scenarios as the bridging mechanism between the worlds.
... Vocational high school teachers can strengthen the development of curriculum by focusing on aspects, such as curriculum design, teaching material development, teaching method improvement and teaching evaluation. In the process of developing the curriculum, vocational high school teachers should comply with the MOE's announced curriculum outlines, but include the international and global perspectives (Luk, 2005;Swyngedouw, 2004). The content should accord with occupational trends that can foster those abilities which students need when entering the job market and help students to build up a solid foundation for their career development. ...
The main purpose of this article is to discuss the professional growth strategies for vocational high school teachers in the era of the knowledge-based economy (KBE). In the era of the KBE, vocational high school teachers cannot just play their traditional roles, but should take part in knowledge management and innovation. In order to facilitate professional growth, vocational high school teachers must play multiple roles as lifelong learners, action researchers, knowledge producers, and persons who share knowledge with others. There are three aspects to be addressed in the professional growth for the vocational high school teachers when the teachers face the challenge in the era of the KBE: school, society and the individual. In a systematic view, a vocational high school must provide the teachers with all kinds of job-training opportunities, construct a complete instructional system by means of implementation of knowledge management, and build the campus culture of organizational learning and professional growth. The community and enterprises need to offer probable connection strategies such as interaction, alliance, coordination and partnership for vocational high school teachers to develop proper curriculums to meet society needs. Besides, it is very helpful to facilitate curriculum implementation, and accumulate and disseminate knowledge if they cooperate and share with other organizations. The vocational high school teachers should play multiple roles such as curriculum developers, action researchers, knowledge producers, teaching innovators, and lifelong learners. They need to develop curriculums by collecting all kinds of up to date information and use computer technology effectively to study, analyze, innovate, and solve problems when teaching. They also need to provide the teaching content which incorporates creative thinking, and share their experiences with others.
... Furthermore, striving for international recognition tertiary education institutions often provided training in English and in western models of psychology. However, the counsellors had to practice in the local language and in a culture that was still firmly embedded in Eastern philosophies (Luk-Fong, 2005;Sun, 2008). This complicated the school counsellors' case management, progress reports, and client confidentiality; and, as the counsellors in Macao noted, there was a constant need to adapt to the conflicting cultures, rules, and policies in their everyday practice of school-based counselling and psychological services. ...
This article presents an overview of the current status of school-based counselling and
psychological services for school-going children and their families in Macao. Adopting an
eco-systemic model, some recent articles on school-based counselling and psychological
services in Southeast Asian countries are reviewed, and similar data from individuals
currently providing such services in Macao are examined. Findings show that there is a great
need for psychological services, particularly with regard to consultation and intervention for
children, youths, and their families, in Macao’s fast-changing society. The needs are discussed
within a systems framework, and recommendations for the development of the field and the
need for additional school-based child and family interventions in the region are discussed.
... Critics sometimes ignore provisions in the theory regarding the conditions under which world culture is likely to be more penetrative of social organisation, policy, and practice (Ramirez & Meyer, 2002). Many rich case studies have traced the impact of globalisation processes on particular aspects of education on sub-units of the world such as the nation-state, state or local jurisdictions (see Akoojee & McGrath, 2004) while case studies in which local customs or belief systems prevail to at least some extent, producing hybridity (see Jungck, 2003;Luk-Fong, 2005) or what Robertson labelled 'glocalisation' (1992). A useful image of hybridity is to think of it as a palimpsest, on which traces of the old and local can be found in contemporary, globalised practices (Dussel et al., 2000). ...
Organisational ecology and world cultural perspectives are used to analyse the struggle of the former East German textbook publisher Volk und Wissen after reunification. We argue that the normative expectations of Western Germany with respect to instructional materials clearly emulate world cultural principles, and so Volk und Wissen’s transition into Germany’s fiercely competitive educational publishing market offers an interesting test of the effects of educational globalisation. Reliance on the marketing expertise of Cornelsen, a Western German firm that acquired Volk und Wissen in 1991, helped the firm survive, but also retaining a ‘monist’ epistemological stance that was consistent with that of teachers trained in the socialist system.
The article emphasizes that global thinking begins at the structural level of educational programs on teacher preparation, and we offer the example of Ukraine, which recently underwent a large-scale reform of its higher education system towards international standardization, which included their educational program on teacher preparation. At the same time, the process of modernization of higher education in Ukraine has a somewhat one-sided focus on the global sphere and neglects some local features, which has led to the emergence of problems. This article explores the connection between glocalization and teacher education from methodological and ethical perspective. We argue that global competence helps teachers and future generations to develop a multi-perspective view to accurately respond to current and future challenges and understand the world in its complexity. This mindset also enables them to make thoughtful ethical decisions based on well-considered global principles. In addition, we argue that glocalization begins at the structural level, and offer the example of Ukraine, which recently underwent a large-scale reform of its education system, including teacher education. However, the reform focused mainly on the global sphere and neglected some local features, leading to numerous problems and challenges. To better understand the idea of glocalization in teacher education from the ethical perspective, future scientific researches can be focused on the study of the international teacher education programs, which find a balance between national traditions and international developments in education, so different systems can learn and enrich each other. Of course, the article does not cover all theoretical aspects of the considered problem and provides further scientific discussions about glocalization in teacher education.
Purpose
Encouraging college students to volunteer is a supposed but uncharted way to contribute to their career commitment. Clarifying the ways of the contribution is therefore necessary. From the social capital perspective, volunteering and network density among friends represent social capital to reinforce each other. Thus, enhancement of the contribution by the density is a focus of the clarification.
Design/methodology/approach
The examination employs a two-wave panel survey of 410 university students to estimate the effects of volunteering and friend network density at Wave 1 on career commitment at Wave 2. Essentially, the examination adjusted for biases due to sample attrition and self-selection into volunteering.
Findings
Volunteering at Wave 1 showed a significant contribution to career commitment at Wave 2. Moreover, the contribution significantly increased with friend network density at Wave 1.
Research limitations/implications
Findings from this panel survey of university students in Hong Kong require future research for substantiation. For instance, such research can apply an experimental design to volunteering to guarantee the internal validity of the contribution of volunteering.
Practical implications
Social capital theory is applicable to the promotion of career commitment. Specifically, optimizing the strength of social capital through the combination of volunteering and friendship is promising.
Originality/value
Empirical support for the application of social capital theory to career development is evident. Particularly, the joint contribution of volunteering and friendship is demonstrable.
Globalisation and technological advances in the twenty-first century have caused a blurring of national lines, which in the past were the basis of a nearly indisputable model of civic identity. This process has led to a noticeable trend of the globally oriented pressures within the national curricula, on top of the existing locally oriented demands. By employing an interpretative, qualitative methodology, this study offers a multidimensional analysis of the tensions and power relations within the global–local nexus in history teaching. We reveal and discuss Israeli teachers’ perceptions and behaviours regarding the tension between the global and local inclinations within four major themes: teachers’ entrepreneurial performance, critical views of the existing curricula, the presence of Israeli–Palestinian conflict throughout teaching involvements, and the meaning the teachers attribute to Holocaust in their teaching. The context for this study is Israel: a developed OECD country locked into an intense and long-standing ethnic and political conflict. The tension between the ‘global’ and the ‘local’ in the Israeli education system, studied through the prism of teachers themselves, provides a thought-provoking case study.
Educational reforms have created tremendous stress for teachers in many parts of the world. This paper discusses the inadequacies of policy‐makers treating teachers as having ‘deficits’ that require ‘fixes’, rather than addressing bigger system issues that cause their stress. Drawing from the case of a Hong Kong professional teacher development course, this paper argues for the use of ‘personal growth’ as the main concept for professional development of teachers in the midst of educational reforms. The course addressed the changing roles and identities of teachers amid educational reforms and societal changes, and enhanced teachers’ competence in dealing with increasingly diverse student populations. Quantitative and qualitative post‐programme data showed that participants gained competence in self‐understanding, caring for students as unique individuals, thinking within a systems framework and building a learning community. Implications for teacher education are discussed.
This article documents a parent education presentation on ‘External conditions affecting a harmonious family’ within a school-based parent education programme in Hong Kong. The presentation adopted an eco-systems approach for understanding families and argued for the need to include the external conditions for a harmonious family as an important element for a school-based parent education programme. External conditions affecting a family included the impact of globalization on the family, such as: (1) Consumerism on parenting and conceptions of marriage; (2) neo-capitalism creating new issues of family-work balance; and (3) outsourcing of family functions. Parents’ feedback to these concepts is discussed, and a conceptual framework of a healthy family is proposed. Implications for school counselling professionals and family practitioners are also discussed.
An important aim of this article is to show that, although Hong Kong's overall education system has encouraged an integration of global, national and local cultures, there are barriers and difficulties in achieving this goal beyond the implementation of school music education. Data are drawn from a questionnaire with 1806 students (880 boys and 926 girls) attending grades 7—9 in 16 Hong Kong secondary schools. This article elucidates students' experiences of school music and interprets their musical and other experiences. It is argued that the Hong Kong music curriculum does not have the flexibility to be able to adapt to global, national and local cultures.
Both ongoing practice and the theory of interaction ritual chains imply the significance of the contribution that ritual makes to group solidarity, such as national identification. This contribution is in need of empirical examination as in this study, which surveyed 1,788 schoolchildren in Hong Kong, a special administrative region of China. The results show that, controlling for earlier national identification behavior (within the previous year) and other predictors, ritualized interaction in an activity for national cause (within the previous 6 months) manifested both linear and quadratic positive effects on current national identification sentiment. The effect was stronger for children who previously displayed lower national identification behavior. These results favor the use of ritual to promote national identification.
Reviews literature from the last 30 yrs on components of effective school counseling programs. Results are summarized in 7 sections: core principles of school counseling programs, program resources, program interventions, program evaluation, program renewal, written policies, and program climate. Results indicate that school counseling interventions have a substantial impact on students' educational and personal development, with the most useful interventions being individual and small-group counseling, classroom guidance, and consultation. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Personal and social education has become an important area of development in education in Hong Kong. Given that much of the literature on personal and social education is Anglo-American or European, what is the influence on the largely Chinese settings in Hong Kong? This paper will examine some of the debates of what constitutes personal and social education. The significance of competing contexts in the development of personal and social education will be analysed in detail. Comparisons will be made between Western and Chinese (especially Confucian) views on personal and social education. Attempts will be made to come up with a notion of personal and social education which is suitable for the Hong Kong context.
Holistic growth as the ultimate goal of school guidance and counseling paper presented at the
- M P Lam