Lost in Translation? A Case Study of Macao in Fabricating a European Education Space in Asia

Vong, Teresa Sou-Kuan; Wong, Matilda

doi:10.2304/eerj.2014.13.3.350

Cited by 4 publications

(2 citation statements)

References 14 publications

(14 reference statements)

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“…A diverse set of cultural, political, religious, economical and social trends coexist peacefully in this tiny city. During the last decade, it has witnessed the flourishing of accountability which has come into prominence in the field of education (Vong and Wong, 2014). This has recently come further to the fore with the launching of the 9/2006 Law, The Fundamental Law of the Non-tertiary Education System which sets the principal priority and objective of the education system as being "to enable the Macao SAR to be a society of competitiveness that strives constantly for self-improvement" and "to cultivate the various talents with the ability to face the world and the future, to meet the challenges and opportunities brought by […] globalization" (Macao Legislative Assembly, 2006).…”

Section: Increased Accountability and Its Impact On Teachersmentioning

confidence: 99%

The rhetoric of conscience and teachers’ resistance in an era of accountability: a Macao study

Hua

Vong

2015

Asian Education and Development Studies

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2015),"Urban governance and social sustainability: Effects of urban renewal policies in Hong Kong and Macao", Asian Education and Development Studies, Vol. 4 Iss 3 pp. 330-342 http:// dx.If you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service information about how to choose which publication to write for and submission guidelines are available for all. Please visit www.emeraldinsight.com/authors for more information. About Emerald www.emeraldinsight.comEmerald is a global publisher linking research and practice to the benefit of society. The company manages a portfolio of more than 290 journals and over 2,350 books and book series volumes, as well as providing an extensive range of online products and additional customer resources and services.Emerald is both COUNTER 4 and TRANSFER compliant. The organization is a partner of the Committee on Publication Ethics (COPE) and also works with Portico and the LOCKSS initiative for digital archive preservation. AbstractPurpose -The purpose of this paper is to explore and explain the role of the traditional Chinese rhetoric of "conscience" in teachers' resistance against the drive for accountability that oppresses them. Design/methodology/approach -This paper first introduces increased accountability in the context of Macao and describes its impact on teachers. Following this, it presents a post-structuralist theory of teachers' resistance as an analytical framework. A case study was conducted to illuminate how teachers employ the rhetoric of conscience to respond to the challenges raised by the prevalence of accountability.Findings -This paper argues that the rhetoric of conscience, as the traditional paradigm, provides new insight for teachers to live a life that is different from the normality that is defined by the discourse introduced by accountability. Originality/value -This paper sheds light on the role of the traditional Chinese rhetoric of conscience in teachers' resistance in an era of accountability. In teachers' lived experiences, the rhetoric of conscience intersects with the dominating notion of accountability and this contributes to a transitional discursive space where teachers' resistance emerges as they negotiate or struggle with the entangled discourses.

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Section: Increased Accountability and Its Impact On Teachersmentioning

confidence: 99%

The rhetoric of conscience and teachers’ resistance in an era of accountability: a Macao study

Hua

Vong

2015

Asian Education and Development Studies

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“…Differing from any top-town strategy or technical-rational perspective of policy implementation, Macau"s small class teaching policy relies on the adaptation and co-construction perspectives, which emphasize variation of fidelity viewpoints and the roles of actors in the policy process (see for example Datnow & Park, 2009). There is also an intention to harmonize the differences in resource use among private schools (Vong & Wong, 2014). Policy in this regard is conceptualized not only as "text" but also as "discourse", in the way it represents schools, school principals and teachers, as well as the way in which these actors adapt and adjust the policy to their own school contexts (Fimyar, 2014).…”

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Adaptation and Co-Construction: An Investigation of Macau’s Small Class Teaching Policy

Hui¹,

Tsui²,

Lee³

2019

JEHD

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This paper reports a case study of a six-phase research project commissioned by the Government of Macau Special Administrative Region to evaluate the effectiveness of its small class teaching policy in enhancing school development, curriculum management, teacher instructional practice and student learning. Three Macau primary schools with diverse backgrounds were investigated in depth. School principals and teachers were interviewed with a view to gauging the effectiveness of the implementation of the small class teaching policy. The parameters by which the schools adapted and co-constructed the small class teaching policy included the way in which the policy was interpreted, the way school-based curriculum and teacher professional development were managed, and the way in which classroom teaching, learning, and assessment strategies were used in class. Processes involved the interpretations and actions of different school actors in order to adapt and adjust the policy to suit their own school"s needs. The paper closes with recommendations for the Macau Special Administrative Region Government to consider in the context of sustainable development of both the policy and the city.

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Resistance, resilience and re-marginalization: a case study of a visual arts teacher in Macao

Hua

Vong²

2018

British Journal of Sociology of Education

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Lost in Translation? A Case Study of Macao in Fabricating a European Education Space in Asia

Abstract: The creation of a European education space has been extensively discussed in Europe.

Cited by 4 publications

References 14 publications

The rhetoric of conscience and teachers’ resistance in an era of accountability: a Macao study

The rhetoric of conscience and teachers’ resistance in an era of accountability: a Macao study

Adaptation and Co-Construction: An Investigation of Macau’s Small Class Teaching Policy

Resistance, resilience and re-marginalization: a case study of a visual arts teacher in Macao

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