Schools as spaces for in/exclusion of young Mainland Chinese students and families in Hong Kong

Leung, Maggi W.H.; Waters, Johanna; Ki, Yutin

doi:10.1186/s40878-021-00269-7

Cited by 9 publications

(2 citation statements)

References 52 publications

(59 reference statements)

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“…Detailed scrutiny reveals that the political and policy frameworks in a nation state shape the forms which exclusion takes. This is shown clearly by Zancajo (2019) in the case of Chile, Leung et al (2021) with respect to the exclusion of young mainland Chinese students in Hong Kong Schools, Muderedzi and Ingstad (2011) in Zimbabwe and Bademci et al (2016) in Turkey. In this manuscript we discuss evidence about exclusion in the English context.…”

Section: Introductionmentioning

confidence: 91%

What Counts as Evidence in the Understanding of School Exclusion in England?

2022

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Exclusion from school can be regarded as a seemingly simple but in fact a rather complex intervention in response to the “wicked problem” of behavior in schools. This manuscript will discuss what counts as evidence that may used to inform policy and judgments on practices of exclusion. The role of evidence, and how this is measured, has long been an issue of contention in educational research. This is particularly true for research that focuses on educational inequality and inclusion or exclusion. In this manuscript we will discuss issues concerning evidence with respect to two aspects of exclusion in England. Firstly, we will focus on questions concerning the scale of the problem, examining both the statistical evidence of official exclusions and data concerning the myriad of ways in which children may experience other forms of exclusion. Taken together, this indicates an under-estimate of the numbers of young people missing an education. We then move to a consideration of the evaluation of means of reducing exclusion, arguing for a shift from an individual to a systemic in context account that recognizes the role of cultural transmission and cultural historical theory.

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Section: Introductionmentioning

confidence: 91%

What Counts as Evidence in the Understanding of School Exclusion in England?

2022

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“…In this paper, we go beyond the emphasis on the school, which arguably is the first place to look at when educational inclusion is considered (Leung et al, 2021). Rather, we focus here on intermediary spaces, that is the series of connecting places and spaces between home and school traversed by mobile students, their families and other players in this education mobility field.…”

Section: In/exclusion In Intermediary Spacementioning

confidence: 99%

Bridging home and school in cross-border education: The role of intermediary spaces in the in/exclusion of Mainland Chinese students and their families in Hong Kong

Leung

Waters

2022

Urban Studies

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Over the last two decades the Hong Kong government has made considerable investments to develop the city into a regional education hub, with ‘diversification’ as a key aim. The vision is, however, delinked from the tens of thousands of young children residing in Shenzhen who commute to Hong Kong for school daily. These children embody differences that are considered undesired and their social exclusion has been widely reported. Taking a spatial perspective, this paper deepens our understanding of the in/exclusion processes impacting these children. Drawing on our policy analysis, interviews, observations in physical spaces and digital media, this paper analyses the role that intermediary spaces play in (re)producing differences and social relationships. Specifically, we examine the power geometries of the children’s school journey and school-related digital space, which are arenas where social differences are played out and in/exclusion is practiced and negotiated. We analyse the network of state and non-state actors at work in these intermediary spaces, showing the complex ways in which separation and integration, exclusion and inclusion intersect and constitute each other mutually. Our paper also gives some first insights into the impact of COVID-19 on the school children within this education mobility field.

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Cross-Border Mobility for Schooling: The Case of Shenzhen-Hong Kong

Waters,

Leung

2023

Handbook of Children and Youth Studies

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Schools as spaces for in/exclusion of young Mainland Chinese students and families in Hong Kong

Cited by 9 publications

References 52 publications

What Counts as Evidence in the Understanding of School Exclusion in England?

What Counts as Evidence in the Understanding of School Exclusion in England?

Bridging home and school in cross-border education: The role of intermediary spaces in the in/exclusion of Mainland Chinese students and their families in Hong Kong

Cross-Border Mobility for Schooling: The Case of Shenzhen-Hong Kong

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