1. Lecture 14 Concluding Remark: Locating Education Policies in HKSAR Context Tsang Wing-kwong Pong Suet-ling

2. Allocating Education Policy in Context “In 1943, Sir Fred Clark, Director of the Institute of Education, argued the case for the appointment of a sociologist to a chair in education on the ground that the ‘uneasy awareness, now so widespread and yet so ill-defined, that great changes in the social order and the inter-play of social forces are already in progress’ meant that ‘the educational theory and educational policy that take no account of these will be not only blind but positively harmful’ (Sir Fred Clarke Archive, Institute of Education, March 1943).” (Whitty, 2000, p. 2059)

3. “Each society sets up a certain idea of man, of what he should be, as much from the intellectual point of view as the physical and moral; that this ideal is, to a degree, the same for all the citizens; that beyond a certain point it becomes differentiated according to the particular milieux that every society contains in its structure. It is this ideal, at the same time one and various, that is the focus of education. Its function, then, is to arouse in the child: (1) a certain number of physical and mental states that the society to which he belongs considers should not be lacking in any of its members; (2) certain physical and mental states that the particular social group (caste, class, family, profession) considers, equally, ought to be found among all those who make it up. …Society can survive only if there exists among its members a sufficient degree of homogeneity; education perpetuates and reinforces this homogeneity by fixing in the child, from the beginning, the essential similarities that collective life demands. But on the other hand, without a certain diversity all co- operation would be impossible; education assures the persistence of this necessary diversity by being itself diversified and specialized.” (Durkheim, 2006/1911, p. 79-80) “Each society sets up a certain idea of man, of what he should be, as much from the intellectual point of view as the physical and moral; that this ideal is, to a degree, the same for all the citizens; that beyond a certain point it becomes differentiated according to the particular milieux that every society contains in its structure. It is this ideal, at the same time one and various, that is the focus of education. Its function, then, is to arouse in the child: (1) a certain number of physical and mental states that the society to which he belongs considers should not be lacking in any of its members; (2) certain physical and mental states that the particular social group (caste, class, family, profession) considers, equally, ought to be found among all those who make it up. …Society can survive only if there exists among its members a sufficient degree of homogeneity; education perpetuates and reinforces this homogeneity by fixing in the child, from the beginning, the essential similarities that collective life demands. But on the other hand, without a certain diversity all co- operation would be impossible; education assures the persistence of this necessary diversity by being itself diversified and specialized.” (Durkheim, 2006/1911, p. 79-80)

4. “The schools are an arena of conflict because they have the dual role of preparing workers and citizens. The preparation required for citizenship in a democratic society based on equal opportunity and human rights is often incompatible with the preparation needed for job performance in a corporate system of work. One the one hand, schools must train citizens to know their rights under the law as well as their obligations to exercise these rights through political participation. On the other, schools must train workers with the skills and personality characteristics that enable them to function in an authoritarian work regime. This requires a negation of the very political rights that make for good citizens.” (Carnoy and Levin, 1985, p. 257) “The schools are an arena of conflict because they have the dual role of preparing workers and citizens. The preparation required for citizenship in a democratic society based on equal opportunity and human rights is often incompatible with the preparation needed for job performance in a corporate system of work. One the one hand, schools must train citizens to know their rights under the law as well as their obligations to exercise these rights through political participation. On the other, schools must train workers with the skills and personality characteristics that enable them to function in an authoritarian work regime. This requires a negation of the very political rights that make for good citizens.” (Carnoy and Levin, 1985, p. 257)

5. Educational Institution Social Differentiation Social Integration Differentiation in labor & commodity markets Differentiation in cultural market or sphere Differentiation in political sphere or arena Economic domination Cultural domination Political domination Inequalities, hierarchies, stratification Spontaneous integrations of elements in traditional lifeworld Kinship, clanship, linguistic, religious groupings Ethnicity: Native residences in native lands Nationality: Ethnicity striving for self-determination Formation of sovereign state Concentration of economic capital Concentration & monopoly of military & political capital Concentration of cultural capital Formation of the nation-state

6. Educational Institution Social Differentiation Social Integration Differentiation in labor & commodity markets Differentiation in cultural market or sphere Differentiation in political sphere or arena Economic domination Cultural domination Political domination Inequalities, hierarchies, stratification Spontaneous integrations of elements in traditional lifeworld Kinship, clanship, linguistic, religious groupings Ethnicity: Native residences in native lands Nationality: Ethnicity striving for self-determination Formation of sovereign state Concentration of economic capital Concentration & monopoly of military & political capital Concentration of cultural capital Formation of the nation-state Training of Labor Training of Citizen

7. Educational Institution Social Differentiation Social Integration Differentiation in labor & commodity markets Differentiation in cultural market or sphere Differentiation in political sphere or arena Economic domination Cultural domination Political domination * Marxian thesis of exploitation & historical materialism * Weberian thesis of domination & crystallization of stratification * Bourdieu's concepts of capital, space, habitus & practice Inequalities, hierarchies, stratification Spontaneous integrations of elements in traditional lifeworld Kinship, clanship, linguistic, religious groupings Ethnicity: Native residences in native lands Nationality: Ethnicity striving for self-determination Formation of sovereign state Concentration of economic capital Concentration & monopoly of military & political capital Concentration of cultural capital Formation of the nation-state Context of Western European States Context of the United States Context of Balkan States Context of Post-colonial States

8. Educational Institution Formation of the capitalist market Labor-intensive manufacturing outlet in the national-based capitalist world system Global financial- servicing hub in informational-global capitalist system Formation of the nation-state Democratizing state in the system of OCTS The colonial state Anational- apolitical citizens in liberal- welfare state National- participatory citizens in the OCTS paradox Manufacturing labor in liberal welfare state Flexible labor in competition state

9. Educational Institution Formation of the capitalist market Labor-intensive manufacturing outlet in the national-based capitalist world system Global financial- servicing hub in informational-global capitalist system Formation of the nation-state Democratizing state in the system of OCTS The colonial state Anational- apolitical citizens in liberal- welfare state National- participatory citizens in the OCTS paradox Manufacturing labor in liberal welfare state Flexible labor in competition state Individualization Homogenization Can equalization of educational opportunities solve the problems of the post-80s generation? How education of nationality- citizenship be designed to resolve the paradox of One Country Two Systems in informational-global context?

10. EDM 6210 Education Policy and Society The End of the Beginning