雷万鹏. / 論文(哲學博士)--香港中文大學, 2004. / 參考文獻 (p. 184-199). / 中英文摘要. / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. Ann Arbor, MI : ProQuest Information and Learning Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. Ann Arbor, MI : ProQuest dissertations and theses, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Mode of access: World Wide Web. / Lei Wanpeng. / Zhong Ying wen zhai yao. / Lun wen (Zhe xue bo shi)--Xianggang Zhong wen da xue, 2004. / Can kao wen xian (p. 184-199).

published_or_final_version / Sociology / Master / Master of Philosophy

The problem of this dissertation was to examine certain changes in the age and sex hierarchy, extending from the traditional family to the family in Nationalist China and Communist China, with special emphasis from 1959 to 1975, and the relationship between education and the family. Discrepancies between the ideal and the actual structures in those changes are noted. Chapter XI is the summary and conclusions of the study. Possible future trends of the Chinese family are examined and further studies are suggested.

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Philosophy

本研究的主題包含了兩組重要的詞語：「重現」和「鄉土」。前者是一個歷史教師的教學行動，而後者則為本研究的重要概念。在過去十三年的教學經驗中，我發現香港歷史課程千篇一律是「小漁村到大都市」的經濟發展論述，戰後南移新界的農村社群一直消失在歷史課程之中，縱使新界農村是香港的重要構成部份，有其自身的發展模式。於是，「重現」作為一種教學行動，是要填補農村社群的歷史故事。本研究的另一組重要詞語是「鄉土」。本研究要重現的「鄉土」，並不單指農村，而是指一個與居住者有親密關係、並充滿意義的地方（place）。「鄉土」是中國文化之中人與土地、並土地上其他社群親密關係的代名詞。要有這種親密的關係，牽涉兩個重要概念：鄉土意識和鄉土感情。鄉土意識指人識覺到自身與生活地和周遭社群彼此依存，甚至將生活地和在其上生活的人視為命運的共同體。由於人對生活地與周遭的社群有充份的認知，並識覺到自身、土地與社群有密切的關係，對生活地產生了主觀的情感投射，關懷生活地的地景和生態、社群生活、文化傳統，這種對地方的愛，便是鄉土感情。 / 本研究的教學行動集中在粉嶺馬屎埔村，在一段尋找本地史教學的嘗試之中，我在馬屎埔農村中感受到和城市不一樣的社群關係，那種異地為鄉、落地生根的情感充滿在馬屎埔村民的生命故事中，那些回憶喚起我曾經與生活地有過的親密感。身為歷史教師，我也希望學生能在村民的生命故事中反思鄉土價值，並思考「發展主義」導致的社會疏離。我相信本地史教學能夠恢復人與生活地、人與社群的密切關係，歷史教育能夠重現香港的「鄉土」故事，學生亦能在社群的生命故事中札根在生活地，從而建立一種植根於香港的「鄉土意識」和「鄉土感情」。 / 口述歷史教學是不斷互動的歷程，所以口述歷史課程必須保持靈活動，讓教師、學生和敘事者共同建構本地史圖像。此外，口述歷史教學讓學生走入地方和社群，發掘社群成員的生命故事，建構多元的小歷史圖像，並對大歷史保持批判意識。口述歷史教學始終將「人」放在學習的中心，除了理性的思維能力外，也強調歷史學習的情感向度。當歷史扣連生活，充滿回憶的地景及社群就是鄉土意識和感情的搖籃。 / The theme of this research includes two terms: ‘representation’ and ‘homeland’. Over the past 13 years of my teaching experience, I have noticed that the ‘fishing village─metropolis’ discourse has predominated the Hong Kong history curriculum. Though post-war migrant farmers made a great contribution to the development of the New Territories, their histories have long been absent in the school history curriculum. Thus, the purpose of ‘representation’ is to fill the missing puzzles and to construct different historical images with students. The term ‘homeland’ in this research not only means a village, but also a place filled with meanings and intimacy by its inhabitants. In order for these intimate relationships to exist, two other concepts are involved, namely ‘the sense of place’ and ‘place attachment’. ‘Sense of place’ means one’s awareness of the intradependence between community members on the same place. ‘Place attachment’ refers to one’s projection of emotion towards a place, involving a care for its environment and ecology, community life and traditional culture. / This action research is conducted mainly on Masipo Village in Fanling, where community relationship distinct from that in the urban area is identified. The stories told by the post-war migrant villagers reveal their senseof rootedness. As a history teacher, I hope students can appreciatethe value of ‘homeland’ and reflect upon the influence of developmentalism through the life stories of villagers. I believe that teaching local history can constructa distinct ‘sense of place’ and ‘place attachment’, under which Hong Kong will become a homeland for those who live in this place. / Oral history is the interplay between teachers, students and narrators, so oral history curriculum should be subject to the construction of multiple local images. When students walk through their communities and discover local stories, they might be more critical to the grand narrative of school history. Human values are the center of oral history teaching. Students not only think about historical events but also feel towards the actors in histories. When a place filled with memories, it becomes our homeland. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / 朱耀光. / Parallel title from added title page. / Thesis (Ed.D.) Chinese University of Hong Kong, 2015. / Includes bibliographical references (leaves 270-286). / Abstracts also in English. / Zhu Yaoguang.

published_or_final_version / Sociology / Master / Master of Philosophy

First, from the distributive justice perspective, strong perceptions of distributive injustice are found among undergraduates from national minority and lower-middle and lower classes. The perceptions of distributive injustice can further be differentiated into injustice in educational accesses, educational processes, educational outputs and educational outcomes. Both undergraduates from national minority and from lower-middle and lower classes have registered strong sense of "accumulative distributive injustice" in their educational-advancement experiences. Attributions of educational distributive injustice to disparities of educational resources among regions have also been revealed in this study. However, educational injustice attributed to gender differences seems to be insignificant among perceptions of the subjects under study. / Second, from the relational justice perspective, the perceptions of educational injustice among undergraduates are investigated and categorized in accordance with Young's framework of relational injustice, namely exploitation, marginalization, powerlessness, cultural imperialism and violence. It is common among undergraduates from national minority and lower-middle and lower classes to have relatively strong sense of relational injustice relating to cultural imperialism and violence. However, the experiences of violence revealed are mostly in the form of symbolic rather than physical violence. They also have substantive sense of relational injustice pertaining to marginalization and powerlessness. Experiences on exploitation are rarely reported among subjects from national minority and lower-middle and lower classes. This study finds that perceptions on relational injustice attributed to gender differences are insignificant among female subjects. / Social justice has risen to be one of the major social issues in Chinese mainland. As attainment of higher education has become one of primary determinants of attainments in social status among future generations, justice in higher education has therefore constituted as one of the areas of concerns among scholars in the field of Chinese education. / Third, differences in ethnicity and class have been revealed as the primary contributing factors to the perceptions of educational injustice among the subjects under study. Perceptions of educational injustice reported by undergraduates from national minority are mainly concentrated on subjects who are Islamite and Tibetan Buddhist from Xinjiang and Tibet. Among subjects of lower-middle and lower classes, subjects from rural areas have relatively stronger sense of injustice than those of comparable class backgrounds from urban areas. Therefore, it seems that disparities in class position and regional differences seem to have crystallized and asserted reinforcing effects on students' perceptions of educational injustice. / This study focuses on a group of the undergraduates from disadvantaged social backgrounds. It investigates their perceptions on educational injustice that they have experienced during their studies. The perceptions of injustice will be studied from the perspectives in both the distributive and relational justice. This study aims to provide an in-depth understanding of the perceptions of justice among students of higher education in Chinese mainland. Twenty-two undergraduates from disadvantaged social backgrounds have been selected to be subjects of the study from four universities in Nanjing city of Jiangsu province. From the data collected, the following major findings are revealed. / This study has contributed to the scholarly discourses on distributive and relational justice by injecting first-hand qualitative data generated from the context of higher education in Chinese mainland. Furthermore, this study has provided some deep descriptions of the perceptions and experiences of educational injustice in a group disadvantaged background undergraduates in Chinese mainland. It is hoped that these data may help policy makers in formulating educational policy in the future. These data may also sensitizing teachers and other persons working in higher education sectors to address the perceptions and experiences of injustice among undergraduates from disadvantaged social backgrounds. Lastly, it is hoped that the study may be viewed as one of the tiny efforts that have been accumulated over the years by educators all over the world to constitute a relatively more equal and just educational system in human societies. / 钟景迅. / Adviser: Wing-kwong Tsang. / Source: Dissertation Abstracts International, Volume: 73-03, Section: A, page: . / Thesis (Ph.D.)--Chinese University of Hong Kong, 2010. / Includes bibliographical references (p. 283-307). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [201-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in Chinese and English. / Zhong Jingxun.

Lo Suet-yee. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2002. / Includes bibliographical references (leaves 143-153). / Abstracts in English and Chinese. / Abstracts --- p.i-iii / Acknowledgements --- p.iv / Chapter Chapter 1 --- Introduction --- p.1 / Chapter 1. 1 --- Emergence of Primary Science Education and the General Development of Science Curriculum in the World / Chapter 1.2 --- Literature Review of Development of Primary Science Curriculumin Hong Kong / Chapter 1.3 --- The Organization of This Study / Chapter Chapter 2 --- Historical Review of the Hong Kong Primary School System and Major Research Concerns of This Study --- p.8 / Chapter 2.1 --- "Historical Review of Primary Schooling and its Political, Social, and Economic Context" / Chapter 2.2 --- Curriculum Decision-Making in Hong Kong Primary Schooling / Chapter 2.3 --- Concluding Remarks / Chapter 2.4 --- Major Research Concerns of This Study / Chapter Chapter 3 --- Literature Review --- p.29 / Chapter 3.1 --- Functionalist Theory / Chapter 3.2 --- Conflict Theory / Chapter 3.3 --- Institutionalist Theory / Chapter Chapter 4 --- Methodological Approach --- p.56 / Chapter 4.1 --- Official Syllabi of Primary Science Curriculum / Chapter 4.2 --- Government Document on Educational and Curricular Policies / Chapter 4.3 --- Documentary Analysis / Chapter 4.4 --- Limitations of My Study / Chapter Chapter 5 --- Historical Analysis of Primary Science Curriculum in Hong Kong --- p.63 / Chapter 5.1 --- Historical Review of Primary Science Curriculum in Hong Kong / Chapter 5.2 --- Analysis of Educational Aims / Chapter 5.3 --- Analysis of Pedagogy / Chapter 5.4 --- Analysis of Educational Content / Chapter 5.5 --- "Summary of the Evolving Pattern of Primary Science Curriculum: Aims, Pedagogy, and Educational Content" / Chapter 5.6 --- Historical Changes of the Primary Science Curriculum and Assessment of Major Sociological Perspectives / Chapter 5.7 --- Some Concluding Remarks / Chapter Chapter 6 --- The Role of Government in the Development of Primary Science Curriculum --- p.115 / Chapter 6.1 --- Development of Discourses in Education and Curriculum / Chapter 6.2 --- Concluding Remarks / Chapter Chapter 7 --- Conclusion --- p.139 / Chapter 7.1 --- Sociological Implications of Curricular Changes / Chapter 7.2 --- Limitations of This Study / Chapter 7.3 --- Agenda for Further Research / Bibliography --- p.143

藍郁平. / 呈交日期: 2006年2月. / 論文(哲學博士)--香港中文大學, 2006. / 參考文獻(p. 143-149). / Cheng jiao ri qi: 2006 nian 2 yue. / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in Chinese and English. / Lun wen (zhe xue bo shi)--Xianggang Zhong wen da xue, 2006. / Can kao wen xian (p. 143-149). / Lan Yuping.