Tsz Lok Trevor Lee

Bio: Tsz Lok Trevor Lee is an academic researcher from University of Hong Kong. The author has contributed to research in topics: Social class & Educational leadership. The author has an hindex of 2, co-authored 4 publications receiving 6 citations. Previous affiliations of Tsz Lok Trevor Lee include Hang Seng Management College & The Chinese University of Hong Kong.

Neoliberal challenges in context: A case of Hong Kong

Abstract: The purpose of this paper is to systematically analyze the neoliberal challenges and problems facing public schools in the particular Hong Kong context.,Based on a systematic and critical analysis on the history and socio-political context of Hong Kong’s school policies and practice as well as the official documents and statistics, this paper examines the impacts of neoliberalism in four main aspects of school education in Hong Kong: school governance, accountability, privatization and government expenditure.,Convergence, as well as deviation, on neoliberal globalization occurs in the particular Hong Kong context. School bureaucracy has irresistibly expanded. Policymakers have placed increasing emphasis on instrumentally evaluating schools while decentralizing, diversifying and privatizing education. School leadership has become focused solely on succeeding within those imposed performance management and metrics, pulling ahead of school competitions and prioritizing easily quantifiable and measurable tasks. Teachers have faced a potential threat from the loss of autonomy through the market logic and consumerist metrics. The rise of privatized education has further intensified school practices based on competitiveness and performativity. On the other hand, resource cutbacks and financial constraints – problems that are generally inflicted by neoliberal discourse – have rarely occurred in Hong Kong.,This study is part of concerted efforts in research that adopts the comparative and critical perspectives emerging from different social contexts to consider and flesh out how neoliberalism look across the school systems, how it challenges the systems differently, and how it evokes various responses from within the systems (Apple, 2001). Taken all the efforts together, a finely nuanced understanding of the trails of neoliberalism can help collectively re-discover school education as a social good, and collectively re-imagine and reshape alternatives for the future.,This paper offers an international and comparative perspective and further nuances to an understanding of how neoliberal policies and ideology are recontextualized in countries across the globe given particularities of different local contexts.

Social class, intensive parenting norms and parental values for children

Abstract: As the global trend towards both middle- and working-class families raising their children intensively increases, social class differences in parenting beliefs and choices for their children have b...

Reform at the Intersection of Loose Coupling and Pedagogic Modalities: The Case of Hong Kong:

Abstract: This paper contributes to our understanding of the micro-policy experience of an implemented curriculum from the perspective of students, in addition to teachers, as the key coupling agents in the ...

Revisiting the role of pedagogic contexts in social class analysis: a Bernsteinian approach

Abstract: This paper revisits the development of Basil Bernstein’s theoretical armories and reinvigorates its relevance to social class analysis in education, while identifying some of the challenges and pro...

How Many Cases Do I Need

Abstract: This article addresses the issue of knowing when one has researched enough – thoroughly, and without missing anything. The author argues that there is not a magic number for the “appropriate” amount of cases. The author further explains using the image of a dartboard, one labeled as “Authority” and the other labeled as “Issues,” as a means of evaluating criteria.

Distinction A Social Critique Of The Judgement Of Taste

Abstract: distinction a social critique of the judgement of taste is available in our book collection an online access to it is set as public so you can download it instantly. Our digital library hosts in multiple countries, allowing you to get the most less latency time to download any of our books like this one. Kindly say, the distinction a social critique of the judgement of taste is universally compatible with any devices to read.

Basil Bernstein: The Thinker and the Field

Abstract: Basil Bernstein: The Thinker and the Field. Rob Moore. London, UK: Routledge. 2013. ISBN: 978-0-415577038. 215 pp.Roy Nash (2006) noted that "anyone interested in the sources of social disparities in educational achievement and who studies the literature in search of theories with some explanatory content will soon encounter an introduction to the sociology of Basil Bernstein" (p. 539). American educational sociologist Alan R. Sadovnik noted,Bernstein was one of the leading sociologists in the world, whose pioneering work ... illuminated our understanding of ... political economy, family, language, and schooling. Although committed to equity and social justice ... his work was often misunderstood and incorrectly labelled a form of 'cultural deficit' theory. Nothing could be more inaccurate. (2001, p. 1)Despite these strong assertions, Bernstein's work as a theorist is almost invisible in New Zealand.Rob Moore's important book outlines the importance and reach of Bernstein's work and makes a compelling case for increasing the influence and application of Bernstein's theories in the field. It clarifies Bernstein's essential problematic that formed the basis for a continual dialectic between theory and empirical research. The question at the heart of Bernstein's work is: "what is the relationship between social structures and symbolic systems, and how does the differential positioning of groups within those relationships shape consciousness, experience and identity?" (p. 34). Early on, Moore establishes Bernstein's key contributions which are masterfully elaborated in the rest of the book:he provides an understanding of pedagogy as the agency of not merely reproduction but of interruption: as the space for thinking "the unthinkable" ... he provides a distinctive "object" for the sociology of education: the structure of pedagogic discourse itself theorized through the principles of classification and framing and examined in terms of the social distribution of its modalities and their differential class effects, (p. 2)Moore's book is an exegesis in which the author moves backwards and forwards through key texts, spanning a fifty-year period, to "get to the meanings" (p. 1). His motivation: "[Bernstein] was a thinker of immense originality and creativity ... one of the most inventive modern thinkers in the social sciences" (p. 1). Moore studied and worked with Bernstein, witnessing the changing trends of the sociology of education since the 1960s. He provides an historical perspective, giving indepth interpretations of Bernstein's theoretical work and its development.Part 1 establishes Bernstein's thinking background: the intellectual influence of Durkheim, and the complex position that Bernstein came to occupy within the emerging field of the sociology of education. Importantly, Moore covers the misinterpretation of Bernstein's early work as "deficit theory", the result of a misreading of the less-thanideal terms for codes, "elaborated" and "restricted", used in the early work. As Moore explains, "the term restriction refers not to cognitive restriction but to cultural affinity at the level of shared tacit understanding" (p. 64). The chapters comprising Part 1 of the book ("Background and beginnings" and "Durkheim, cosmology and education") provide a fascinating and insightful account of the way positions within the field and knowledge itself emerge in a continual process of recontextualisation. Part 2, "The problematic", covers the structure of pedagogic discourse, Bernstein and theory, Bernstein and research, and the pedagogic device.A recurring theme is the relation of Bernstein's work to better-known reproduction theorists such as Bourdieu. …

Ideological disempowerment as an effect of neoliberalism on teachers

Abstract: In works based on deprofessionalisation/proletarianisation theory, teachers are described by researchers as technically disempowered because of the entry of neoliberalism into the institutional env...

Enabling School Bureaucracy, Psychological Empowerment, and Teacher Burnout: A Mediation Analysis

Abstract: Teacher burnout is a psychological phenomenon affecting teachers’ effectiveness and wellbeing across the globe. Thus, education researchers have investigated its antecedents to identify approaches to alleviate teacher burnout. However, many of the existing studies tend to underline the effects of psychological factors but overlook the effects of structural factors on teacher burnout. Thus, the aim of this study is to fill the research gap by investigating how teacher burnout is affected by enabling school bureaucracy as a structural factor and psychological empowerment as a psychological factor based on empowerment theory. By using the self-administrated questionnaire survey, the study investigated 322 primary and secondary schoolteachers from China. It finds that structural empowerment and psychological empowerment are negatively associated with teacher burnout. Moreover, the relationship between structural empowerment and teacher burnout was mediated by psychological empowerment, especially its dimensions of meaning and competence.