Developing Integrated Arts Curriculum in Hong Kong: Chaos Theory at Work?

Abstract

This article reports the development of integrated arts curriculum in two Hong Kong secondary schools over a 9-year period. Initial findings display a range of individual responses to educational change that are both non-predictable and non-linear. Chaos theory is used to explain these varied responses in terms of bifurcations. The findings of this study are presented as a narrative that posits a developmental model comprising personal and external domains being informed by contextual feedback. Personal domains refer to the teachers' education, their teaching experience and their motivational energies to improve their professional status quo. External domains refer to such contextual influences as educational policies, students, colleagues and school administration. Bifurcation explains why integrated arts curriculums impact different schools and individuals in different ways. Four factors are identified to have contributed to the failure or success of integrated arts curriculum: (1) school management support, (2) individual teachers' specialized knowledge, (3) feedback that regenerates and redefines curriculum design, and (4) teacher autonomy and professional growth. A conclusion is drawn that questions the final form of Hong Kong integrated arts curriculum which retains the non-integrated features of subject specialisation and individual teaching rather than co-teaching. bs_bs_banner

School principals’ experiences of ethical leadership during times of accountability : complexities, dilemmas and dynamics.

“…Similarly, in educational leadership, Chaos Theory is very popular and its introduction within the field can be attributed to Sungaila (1990) in the landmark title, 'The new science of chaos' (Evers & Lakomski, 2012). Subsequently, Chaos Theory has been used to examine a range of educational issues, specific themes in the professional development of teachers, curriculum and instruction, as well as examining educational change (Cvetek, 2008;Glickman et al, 2010;Wong, 2013). Despite its origin in the mathematics and natural world, the appropriateness of Chaos Theory for educational leadership in schools as complex organisations can never be over-emphasised.…”