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Seminar

Shadow Education SIG Seminar: Graduates’ capstone projects session

 

 

 

 

 

 

 

 

 

 

 

On November 1st, the Shadow Education SIG held a seminar featuring the capstone research projects of two CGSED program graduates, Mr. Xie Yifan and Mr. Hu Shenglin, attracted 19 participants from around the world. This online session also provided an inspiring opportunity for new master’s students to learn from their accomplished peers.

Yifan presented his research on the rise of memory courses in China’s shadow education sector. His study assessed these courses’ effectiveness on Grade 9 students in subjects like Chinese, English, and Science, critically analyzing their practicality and potential implications for future educational reforms. Shenglin followed with his research on the ‘motherhood penalty,’ focusing on the unintended consequences of China’s 2021 Double Reduction Policy in Suzhou. His findings revealed that despite the policy’s aim to reduce educational pressures, mothers have ended up dedicating even more time to their children’s education, intensifying their daily challenges.

The seminar offered an insightful glimpse into the diverse and impactful research conducted by CGSED students, fostering an exchange of ideas among attendees and sparking discussions on educational trends and policy effects.

Book Launch: Emotions in Education by Prof. Liz Jackson

 

 

 

 

 

 

 

 

Today, Prof. Liz Jackson launched her new book, exploring the role of emotions in social life and education. Attended by CERC members, CGSED students, and an international online audience, the event highlighted how emotions, shaped by factors like gender, race, and ethnicity, are often unfairly labeled as ‘positive’ or ‘negative’. Prof. Jackson discussed her writing process, aiming to help educators and students better understand the significance of emotions in shaping social experiences and learning environments.

 

 

The Role of Shadow Education for Educational Success: Effects on Tracking Allocation in Germany and Japan

 

The Shadow Education SIG recently hosted a seminar examining family investment in shadow education (SE) and its impact on school placement in Germany and Japan. The event was attended by members of the University of Hong Kong’s shadow education research team and researchers from around the world.

The seminar presented findings from a comparative analysis using national panel data from both countries. In Germany, the study found that SE is pursued largely independent of socio-economic status, with little effect on gaining admission to more prestigious schools. In contrast, Japanese families face high costs—both monetary and non-monetary—yet SE provides significant advantages for educational progress.

The seminar sparked discussions on how SE contributes to educational success and social inequality within different cultural and institutional settings, offering valuable insights for the global education community. We will have more seminars from our CGSED students’ capstone projects. Please stay tuned for our upcoming events.

Harmony and Cacophony: Large-scale Assessments in Education

The Comparative Education Research Centre (CERC), under the leadership of new Director Prof. Jeremy Rappleye, launched its first seminar with a hybrid event featuring Dr. Israel Moreno Salto, Professor of Educational Sciences at the Universidad Autónoma de Baja California, Mexico.

Dr. Moreno Salto’s talk, titled Harmony and Cacophony in Large-Scale Assessments in Education, focused on the complexities of “assessment assemblages,” where multiple large-scale assessments overlap at various educational levels. He addressed the tensions, redundancies, and challenges these assessments create, offering attendees a critical “thinking toolbox” to help navigate their own assessment systems. This talk is based on his newly-released book “Harmony and Cacophony: Large-scale Assessments in Education”.

The seminar, which welcomed both onsite and online participants, marks the first in a series of CERC events designed to foster dialogue and research on critical issues in education. Prof. Rappleye and other CERC members highlighted the significance of the session, setting the tone for future academic engagements at the center. Please stay tuned for CERC next activity on September 26th, on which Prof. Liz Jackson will give a book launch of her new book on Emotion for education.

The Meaning(s) of Supplementation: Multivalent education at Amdo Tibetan sabjong

 

 

 

 

 

 

 

 

 

 

 

 

The Shadow Education SIG (Special Interest Group) has successfully held a seminar featuring Dr. Andrew Frankel, a renowned scholar who has extensively studied Shadow Education.

Drawing on his seven years of teaching experience in Western China, Dr. Frankel presented his research on the topic of ‘Rethinking Supplementation: A Study of Amdo Tibetan Educators in Qinghai, China.’ His findings challenge the conventional understanding of supplemental education programs and highlight their potential to promote diversity and critical engagement with mainstream education.

The seminar was attended by a diverse group of educators and researchers who engaged in lively discussions and debates around the implications of this research for future educational policies and practices. We are grateful to Dr. Frankel for sharing his insights and expertise with us and look forward to further exploring this important topic.

Event announcement: The Chinese Society of Education (CSE) Annual Conference 2024 

The Chinese Society of Education (CSE) Annual Conference 2024 will take place on July 28-29, 2024, at Western University in London, Canada. This conference, with the theme “Reciprocal Learning, Collaboration, and Coprosperity: Chinese Education in Global Perspectives (互学、合作与共荣:全球视野下的中华教育),” features distinguished scholars, educators, and experts from around the world and promises to be a stimulating forum for exchanging insights and ideas on the future of Chinese education in a global context. If you’d like to participate in this event, you can read more information here.

Co-Hosts (in alphabetic order)

The Faculty of Education, Beijing Normal University

The Center on Chinese Education, Teachers College, Columbia University

The Institute of Education, Tsinghua University

Keynote Speakers (in alphabetic order)

Prof. Ruth Hayhoe on “The Role of Translation in China’s Cross-Cultural Collaboration”

Prof. Zhongying Shi on “‘Teaching Without Words’: Some Thoughts on Daoism Philosophy of Education”

Prof. Xudong Zhu on “Population Change and Reconstruction of Teacher Education System in China: Cognitive Model and Factors Analysis”

Program Structure (subject to change by Jul 1, 2024)

July 27 (Sat.): Pre-Conference Events (Optional); Registration
July 28 (Sun.): Opening Ceremony, Presidential Address, Keynote Speech 1, and Plenary/Concurrent Sessions; Registration
July 29 (Mon.): Keynote Speeches 2-3, Plenary/Concurrent Sessions, Registration
July 30 (Tue.): Optional Conference Events

Autonomy, Assessment and Accountability in Global School Reform

 

 

 

 

 

 

 

 

 

 

 

 

 

CERC is pleased to announce the successful conclusion of its two seminars on May 16 and 17, which explored important topics in the field of education. These seminars provided valuable insights and thought-provoking discussions for educators, policymakers, and researchers.

The first seminar on May 16 critically examined the emergence and implementation of the School Autonomy with Accountability (SAWA) reform model. Professor Antoni Verger discussed the complex measures introduced by numerous governments to improve quality assurance and learning outcomes in schools. Attendees gained valuable insights into the varying policy trajectories and assemblages of SAWA policies, as well as a comparative analysis of different administrative cultures, degrees of educational marketization, and approaches to teachers’ professional regulation. This seminar was based on a 5-year, multi-scalar research initiative funded by the European Research Council, conducted in Norway, Chile, and Spain.

The second seminar on May 17 explored how educational institutions utilize data from Large Scale Assessments (LSAs) to inform decision-making and educational practices. Attendees discovered how teachers’ beliefs about the fairness and validity of LSAs influence their engagement with the data and explored the crucial roles of teacher cooperation and trust in school leadership. The seminar presented a comprehensive analysis of data gathered from a teacher survey conducted under the ERC-funded Reformed-project, focusing on urban schools in Chile, Norway, and Spain (Catalonia). Professor Melanie Ehren also joined Professor Verger to present her findings from a configuration synthesis that analyzed results from previous studies in six countries (South Africa, Afghanistan, Pakistan, India, Nepal, and Honduras) about teachers’ accountability in school settings.

Both seminars offered insightful discussions and engaged attendees in meaningful conversations on essential aspects of educational reforms and data utilization in schools. We hope that attendees gained valuable insights and that these seminars inspired further discussion and research in the field of education. Stay tuned for CERC’s upcoming events and seminars.

Heritage Literacy in the Lives of Chinese Muslims: A Semiotic Study

 

 

 

 

 

 

 

CERC hosted a seminar on May 14th, featuring Dr. Ibrar Bhatt, who presented his research on the intricate connections between the literacies of religious practice, food heritage, and artistic expression within Sino-Muslim communities in Mainland China.

The seminar aimed to shed light on the significance of heritage literacy in understanding and preserving the rich cultural heritage of Sino-Muslims. Dr. Bhatt’s presentation drew from a comprehensive dataset of images, artefacts, and interviews collected during his study on Sino-Muslim heritage literacy. His research delved into the semiotic materials prevalent in Sino-Muslim daily life and heritage practice, including restaurant signage, religious education, and various art forms such as calligraphy, paper-cutting, and Kung Fu.

During the seminar, Dr. Bhatt emphasized the importance of everyday heritage literacy in expressing, constructing, and remembering Sino-Muslim heritage. He highlighted how these intertwined spheres of social activity provide a platform for the diverse and nuanced display and manipulation of Sino-Muslim heritage. Currently engaged in fieldwork in Hong Kong SAR for a project funded by the British Academy, Dr. Bhatt concluded his presentation by offering further insights into how heritage literacy intersects with commercial conditions and population flows. His findings pointed to the significance of heritage literacy as an important field of study, which can complement ongoing research on heritage language and heritage education in Hong Kong SAR and the Greater Bay Area.

The seminar, organized by CERC and chaired by Prof. Yang Lili, provided a valuable platform for researchers, academics, and individuals interested in heritage literacy to engage in meaningful discussions and exchange ideas. It served as a significant step forward in understanding the complex dynamics of Sino-Muslim heritage and its role in contemporary society.

CERC’s 2024 Annual General Meeting

CERC held its Annual General Meeting (AGM) on May 10, 2024 in a hybrid mode. The main purpose of the AGM was to review CERC’s performance since the last AGM in 2023. Nutsa Kobakhidze, the Director of CERC, welcomed all members and thanked the Management Committee for their support throughout the year.

During the meeting, Nutsa Kobakhidze presented the Annual Report and highlighted CERC’s notable achievements, which included a highly successful 5-year review, a new contract with Routledge, UNESCO Chair activities, and more. Throughout the review period, the Centre remained active, hosting seminars and events. CERC members published over 100 peer-reviewed articles and participated in international, local, and regional conferences. Looking ahead, CERC will co-host a conference with CESHK on November 22-24, 2024, where it will also celebrate its 30th birthday.

The minutes of the previous AGM were approved during the meeting, and an 11-minute teaser of a CERC-supported documentary film from Georgia on shadow education was screened.

The meeting adjourned at 4.05 pm, followed by a seminar featuring Maren Elfert, Senior Lecturer in International Education at King’s College London. Professor Elfert’s talk was entitled “Global Governance and the Promissory Visions of Education.”

 

Healing the Scars of War: Teaching for Peace through Higher Education in Divided and Conflict-Affected Contexts

 

 

 

 

 

 

 

 

 

 

 

 

On March 22nd, CERC was proud to host Professor Kevin Kester for its seminar series. The seminar focused on exploring Higher Education (HE) pedagogies for peace with university educators in four divided and conflict-affected contexts: China/Taiwan, Cyprus, Korea, and Somalia.

Professor Kester’s study investigated the teaching of peace and reconciliation through HE in settings affected by conflict. Using a combination of fieldwork, document analysis, and interviews with 40 faculty members, he employed inductive thematic analysis to generate four themes: community, complexity, criticality, and change. These themes were then further analyzed through the lenses of cultural political economy of education and borderlands.

The findings of Professor Kester’s research revealed contested interpretations and creative and resilient approaches to the teaching of peace in divided contexts. The study highlighted the challenges and opportunities of teaching peace in conflict-affected settings and emphasized the importance of education in promoting peaceful coexistence.

The seminar was joined by CERC members, master students in the Faculty as well as other scholars from around the world through online participation. CERC is looking forward to hosting more seminar in the coming April.