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We analyze the policies of China and Israel towards students from Hong Kong and East Jerusalem respectively. We demonstrate that they are treated as International students and subject to a form of 'internationalization' designed to consolidate national forms of identity and extend state control over 'troublesome' minorities within the nation state. This domestic adaptation of the structures designed to support internationalization within Universities, through which the state deploys higher education as a tool of 'soft power' to control parts of the nation, operates within a broader program of 'internal colonization' that is neither well developed in the literature nor explained by prominent typologies of internationalization.

Whilst Hong Kong's return to Chinese sovereignty in 1997 has influenced education in various ways, major reforms perceived as promoting mainland control have been resisted. For two decades, Hong Kong's educational autonomy under the 'one country, two systems' formula was thus largely maintained. This changed radically with the response to the protests of 2019--2020, culminating in the introduction of a National Security Law. This has drastically constrained Hong Kong's civil society, enhanced central government control of education and accelerated efforts to reeducate Hongkongers as loyal PRC citizens. We trace how this transformation has been enacted and justified, and reflect on its consequences. We analyse the current situation through the lenses of 'internal colonialism' and securitisation, which have characterised governance of China's restive periphery under Xi Jinping. We argue that analytical perspectives in Comparative Education, relating to postcolonialism/decolonisation and globalisation, obstruct or distort understanding of Hong Kong's present predicament.

We explore the role of neoliberalism within portrayals of internationalisation in higher education (HE). Through an analysis of four features of internationalisation, we suggest that they embody a complex entanglement of neoliberal categories and assumptions with other, primarily progressive humanitarian ideals. This framing of internationalisation has three affects. One, humanitarian ideals coupled with neoliberal categories normalise inequalities, turning internationalisation into a meritocratic global race, focusing on celebrating the possibility of the few who can achieve, instead of the embedded inequalities within the system, which disadvantage the many. Two, this allows neoliberal practices to be advanced through the discourse of internationalisation and its association with progressive humanitarian values. Three, this neoliberal framing does not explain the nature of internationalisation of HE in many nations; we demonstrate this by analysing internationalisation in China, Israel and Cuba. We suggest that internationalisation in HE cannot be adequately explained by analyses which rely on neoliberalism.

Since Hong Kong's retrocession, the government has endeavoured to strengthen local citizens' identification with the People's Republic of China--a project that acquired new impetus with the 2010 decision to introduce "Moral and National Education" (MNE) as a compulsory school subject. In the face of strong local opposition, this policy was withdrawn in 2012, and implementation of MNE made optional. This article seeks to elucidate the background to the MNE controversy of 2012 by locating the emergence of a distinctive Hong Kong identity in its historical context, and analysing successive official attempts (before and after the 1997 retrocession) to use schooling for purposes of political socialisation. We argue that the school curriculum has projected and reflected a dual sense of identity: a "Chineseness" located mainly in ethno-cultural qualities, and a "Hongkongeseness" rooted in civic attributes. While reinforced by schooling, local civic consciousness has been intimately related to a tradition of public activism strongly evident since the 1970s, and further strengthened post-1997.

Traces the emergence and tenuous survival of social studies as a school subject in Hong Kong, 1971-present. Begun by the colonial government for political socialization purposes, social studies was reoriented to prepare students for their future as Chinese citizens. However, adoption of social studies and how it is taught has varied widely in Hong Kong's notably autonomous schools. (SV)

Analyzes Chinese policy toward secondary English curriculum during five time periods, 1956-present. Focusing on links between politics and education and on the role of a centralized bureaucracy gives only a partial picture of curriculum development, which also includes a widening base of stakeholders, increasing sensitivity to teacher concerns, increasingly eclectic pedagogy, and growing concern for students' communicative competencies. (SV)

Aim: This systematic review aims to evaluate changes in Chinese older adults' psychosocial wellbeing after receiving horticultural therapy, and examine existing evidence regarding horticultural therapy's effectiveness in a Chinese setting. Method: Intervention studies measuring relevant outcomes amongst older adults and conducted in China were identified from ASSIA, CIHAHL Plus, PsycINFO, EMBASE, MEDLINE, SCOPUS, Web of Science Core Collection and CNKI. Cochrane risk of bias assessment tools were used to appraise study quality. Result: 16 studies were selected, among which four were published in English and 12 in Chinese. Findings suggested that after receiving horticultural therapy, older adults' psychosocial wellbeing is generally improved, but causal relationships between improvements and horticulture therapy were less clear. Conclusion: Features of horticultural therapy conducted in China is with its cultural and social uniqueness. Existing evidence supports the post-intervention benefits on completion of horticultural therapies, but the limitations in programme design, sample representativeness and methodological robustness limited the quality of the evidence. [ABSTRACT FROM AUTHOR]

Aim: This systematic review aims to evaluate changes in Chinese older adults' psychosocial wellbeing after receiving horticultural therapy, and examine existing evidence regarding horticultural therapy's effectiveness in a Chinese setting. Method: Intervention studies measuring relevant outcomes amongst older adults and conducted in China were identified from ASSIA, CIHAHL Plus, PsycINFO, EMBASE, MEDLINE, SCOPUS, Web of Science Core Collection and CNKI. Cochrane risk of bias assessment tools were used to appraise study quality. Result: 16 studies were selected, among which four were published in English and 12 in Chinese. Findings suggested that after receiving horticultural therapy, older adults' psychosocial wellbeing is generally improved, but causal relationships between improvements and horticulture therapy were less clear. Conclusion: Features of horticultural therapy conducted in China is with its cultural and social uniqueness. Existing evidence supports the post-intervention benefits on completion of horticultural therapies, but the limitations in programme design, sample representativeness and methodological robustness limited the quality of the evidence. [ABSTRACT FROM AUTHOR]

Analyzes the impact on secondary school curriculum of Hong Kong's return to Chinese sovereignty. States that changes will be influenced through curriculum controls including: providing curriculum-wide guidelines, selecting range and content of subjects, and selecting textbooks. Concludes that state bureaucracy plays a critical role in the definition of curriculum. (LS)

Since the mid-1980s, a number of East Asian societies have consistently performed well in international tests, and their education systems have emerged as models of ‘best practice’, including Hong Kong, which has been extensively referenced by politicians and their advisers in England. In parallel, local dissatisfaction with the education system in Hong Kong has prompted major education reforms. This mismatch between the perceptions of the Hong Kong education system of the two policy communities is explored using documentary analysis and interviews with policymakers and other key stakeholders. We analyse the ways in which features of Hong Kong’s education system are reconstructed and projected in policymaking in England and argue that the referencing to Hong Kong in England is akin to a form of political theatre, reminiscent of a pantomime, with stereotyped villains, heroes and fairy godmothers, narratives of good conquering evil, and comical set-pieces. We argue that these elements provide the means for both constructing and validating simple causal claims and their associated policy actions. [ABSTRACT FROM PUBLISHER]

Since Hong Kong's retrocession, the government has endeavoured to strengthen local citizens' identification with the People's Republic of China – a project that acquired new impetus with the 2010 decision to introduce ‘Moral and National Education’ (MNE) as a compulsory school subject. In the face of strong local opposition, this policy was withdrawn in 2012, and implementation of MNE made optional. This article seeks to elucidate the background to the MNE controversy of 2012 by locating the emergence of a distinctive Hong Kong identity in its historical context, and analysing successive official attempts (before and after the 1997 retrocession) to use schooling for purposes of political socialisation. We argue that the school curriculum has projected and reflected a dual sense of identity: a ‘Chineseness’ located mainly in ethno-cultural qualities, and a ‘Hongkongeseness’ rooted in civic attributes. While reinforced by schooling, local civic consciousness has been intimately related to a tradition of public activism strongly evident since the 1970s, and further strengthened post-1997. [ABSTRACT FROM PUBLISHER]

The article presents an introduction in which the editors discusses articles on topics such as economic, social, and cultural factors contributing to boys' experiences of higher education in Jamaica; the education of refugees in Great Britain; and educational inequality in China and Vietnam.

The present study examined the practice of forgiveness among participants from China ( N = 172) and New Zealand ( N = 91). We tested a theoretical model describing the relationships between collectivism, individualism, and forgiveness. Participants from China were more collectivistic and less individualistic than were participants from New Zealand. Overall, participants from New Zealand were more forgiving than were participants from China. Collectivism was positively related to decisional forgiveness in Chinese participants. Decisional forgiveness independently predicted conciliatory behaviour among participants from China, but this was not the case for participants from New Zealand. Thus, the hypothesized model received qualified support. [ABSTRACT FROM AUTHOR]

In 2007, a Judicial Commission of Inquiry was established by the Government of Hong Kong to investigate allegations that senior officials had interfered with the academic freedom and institutional autonomy of the Hong Kong Institute of Education (HKIEd). It concluded that a former minister had requested the President of that institution to curb the criticisms of Government policies by two of his colleagues. The report had significant ramifications including the resignation of the former minister. This article initially describes the background to the Inquiry and subsequently analyses why the situation escalated and resulted in the establishment of a Commission of Inquiry. The explanation focuses on the inherent weaknesses of the system of Governance, the political ecology of Hong Kong and recent changes to the political system. [ABSTRACT FROM AUTHOR]

Chinese history (a subject entirely separate and distinct from 'history') has long been the most politically sensitive subject in Hong Kong's school curriculum. Previous studies have analysed the policies of the colonial and postcolonial Governments towards this subject. Here, we examine the role played by the Chinese history subject community (comprising teachers, academics and officials in the Government's educational bureaucracy), and look at the way in which this has operated as an autonomous interest group. We conclude that the influence of this subject community has been a key factor limiting the extent to which the local educational authorities have been able to develop a coherent policy in relation to history education in general, and the teaching of national history in particular. Specifically, advocates of the maintenance of Chinese history as a separate subject within the school curriculum have been able, by associating themselves with the post-1997 agenda of 'patriotic education', to effectively hoist the local educational bureaucracy with its own petard. [ABSTRACT FROM AUTHOR]

The Hong Kong government, in common with many others around the world, has experienced major difficulties in implementing educational reforms. The nature of the constraints on implementation, however, have differed significantly between the pre- and post-1997 periods. During the transition to Chinese sovereignty, the colonial government sought to avoid friction with teachers and pressure groups which might have resulted from determined efforts to implement its reforms. Policy, consequently, was usually symbolic and often remained at the level of rhetoric. The post-1997 government has shown more intent to bring about change but has been hampered both by an inherited culture of inertia and cynicism towards reform and by the dysfunctions of a disarticulated political system which have led to problems of co-ordination and a loss of capacity. The article analyses the relationship between educational reform and the changing political system and concludes that reform remains an elusive objective. [ABSTRACT FROM AUTHOR]

This paper starts with a broad historical overview of educational reforms and then focuses on those specific to civic education. Lastly we look at the implementation of policy, and examine the effect of the current political climate in the Special Administrative Region (SAR) on civic education. [ABSTRACT FROM AUTHOR]

This article explores the changing educational landscape in Hong Kong prior to and following its transition to Chinese sovereignty in 1997. It does this through an analysis of the rise and fall of a specific curriculum reform, the Target Oriented Curriculum (TOC), which straddled the political reunification. The article draws on a range of published research and evaluation projects and the analysis focusses on the four key elements of public policy, namely the origins, the nature, the policy actions used and its impact on practice. [ABSTRACT FROM AUTHOR]

This paper firstly identifies the major legacies inherited by the post-colonial government in Hong Kong, with reference to the key features of access, control and curriculum. Subsequently we examine the state's attempts to reconcile the tension between its quest for legitimacy and for stability. Two dimensions of education, namely the process of educational policy making and the nature of citizenship promoted through the school curriculum, are analysed in terms of the conceptions of civic participation and identity promoted and implemented by the state. In conclusion we point to the shift in the policy making process and the strengthening of policy actions designed to promote the state's conception of civic identity. [ABSTRACT FROM AUTHOR]

This article uses the case of the Target Oriented Curriculum (TOC), a major curriculum reform introduced into Hong Kong primary schools, to explore the interaction of cultures and curriculum reforms. It is argued that the reform emerged from, and was adapted and enacted in contexts or arenas that exhibited very different cultures. We focus on three distinct arenas that affected the reform, and examine within each of these the key interest groups and their shared understandings. The article thus provides an analysis that stresses the fragmented, pluralistic and changing nature of culture within Hong Kong society. [ABSTRACT FROM AUTHOR]

Focuses on a study on the music curriculum in secondary schools in Hong Kong, China. Survey instrument and method; Factors contributing to a listening oriented music curriculum; Transmission teaching and classroom management; Results of the study.

Examines the effectiveness of the inclusion of the English language in the curriculum of People's Republic of China. Problems encountered by the agencies charged with the official national curriculum; Evolution of the English language in China; Demonstration of macro politics and English curriculum in curriculum development.

Studies the development of the social studies subject in the curriculum of Hong Kong. Consequences of functional shifts; Reflection of political system in the changing role of teachers; Operation of educational systems by private profitmaking businesses and charitable institutions.

Considers the relationship between schooling and politics from an historical perspective. How it was undertaken; The Kuomintang and its policies; The Communists, Anglicans and workers' schools; The Director of Education's request for the amendment of the Education Ordinance in 1948 and its impact on schools; The return to Chinese sovereignty.

This paper explores the differential status and validity accorded to subjects in Hong Kong secondary schools and analyses the structures and processes which maintain the nature of school knowledge. It initially focuses on the central role played by the state and subsequently by the market in which schools compete for pupils. It is argued that the curriculum continues to manifest those characteristics which emerged in the early postwar period, which was characterized by direct state control. The outcome is a curriculum which contains those features associated with: a collection code; closed systems; disciplinary modes of conceptualizing knowledge; and a focus on public knowledge, despite the government`s attempts, over the last two decades, to promote a curriculum which displays the opposite features. [ABSTRACT FROM AUTHOR]

Examines Hong Kong government's recent attempt to introduce cross-curricular themes into the school curriculum. Arguments made in relation to the failure of the policy; Detailed information on the policy.

Analyzes the relationship between the school curriculum and Hong Kong's transition on July 1, 1997 from a British colony to a Special Administrative Region (SAR) of the People's Republic of China (PRC). Discussion of evident periods in the relationship between the state and the school curriculum; Selection and competition in education in Hong Kong; Civic education in Hong Kong; Emerging of Social Studies as a school subject.

The economic success of some of the countries within the East Asian region has generated a range of studies which have attempted to identify the sources of that growth. One strand within these analyses has focused on the critical role of schooling in the accumulation of human capital. This paper examines the role which education has played in the rapid development of the four 'Asian Tigers'; namely: Hong Kong, Taiwan, South Korea and Singapore. It is argued that whilst patterns of educational provision displayed some common features there were also significant differences in other areas such as the role of the state, sources of educational funding, the role of technical education and of the school curriculum. [ABSTRACT FROM AUTHOR]

An introduction is presented in which the authors discuss various reports within the issue on topics including intercultural education in Greece, ethnographic case study on Islamic Boarding school, and the educational system in China.

An introduction is presented in which the editor discusses various reports published within the issue including tertiary education policies in Czech Republic, Chinese higher education, and succession planning and leadership development in schools in England and South Africa.

Background: Evidence for the effectiveness of psychological interventions for schizophrenia/psychosis is growing, however there is no consensus on the psychological intervention most likely to reduce symptoms.Methods: A network meta-analysis was conducted to identify all randomised controlled trials (RCTs) of psychological interventions for adults with schizophrenia/psychosis. A systematic review of the literature using MEDLINE, PsycINFO, EMBASE and CENTRAL led to an analysis of 90 RCTs with 8440 randomised participants across 24 psychological intervention, and control groups. Psychological interventions were categorised and rated for treatment fidelity and risk of bias. Data for total symptoms were extracted and network meta-analysis, using a frequentist approach, was undertaken using Stata SE v15 to compare the direct and indirect evidence for the effectiveness of each psychological intervention.Findings: Psychological interventions were more likely to reduce symptoms than control groups, and one intervention, mindfulness-based psychoeducation, was consistently ranked as most likely to reduce total symptoms. Subgroup analyses identified differential effectiveness in different settings and for different subgroups.Interpretation: Mindfulness-based psychoeducation was consistently ranked as most likely to reduce symptoms; however all studies were based in China. More RCTs in a variety of cultural contexts would help to elucidate whether these findings generalise internationally. A number of psychological interventions could potentially be more effective than interventions recommended by NICE guidelines, such as CBT and family therapy, and additional RCTs and meta-analyses are needed to generate more conclusive evidence in this regard. [ABSTRACT FROM AUTHOR]