Pub Date : 2023-04-18DOI: 10.1108/aeds-09-2022-0120
Qiaoping Zhang, Jing Guo, Yichen Wei
PurposeThis study explored the mathematical dispositions of Hong Kong mathematics pre-service teachers (PSTs). It also constructed a mathematical disposition framework comprising their affective, cognitive and functional dispositions towards the subject.Design/methodology/approachThirty-one participants completed three structured metaphor tasks and one open-ended metaphor task in which they shared their views on mathematics. Responses were examined qualitatively and quantitatively. Coding based on thematic analysis was utilized to summarize the specific contents of the mathematical dispositions expressed by the PSTs, and a 5-level scoring scale was employed to evaluate the strength of the dispositions as represented by different metaphor types.FindingsThe findings suggest that the mathematical dispositions of pre-service mathematics teachers were generally positive. However, the overall level was not high. The most prevalent metaphors used to describe mathematics were “rice”, “blue” and “dog”.Research limitations/implicationsHong Kong mathematics PSTs' mathematical dispositions are examined by using metaphorical tasks. Three categories are identified: affective, cognitive and functional dispositions towards mathematics.Originality/valueThis study has proposed an original framework for describing mathematical disposition.
{"title":"Mathematical dispositions among Hong Kong mathematics pre-service teachers: a metaphor-based exploration","authors":"Qiaoping Zhang, Jing Guo, Yichen Wei","doi":"10.1108/aeds-09-2022-0120","DOIUrl":"https://doi.org/10.1108/aeds-09-2022-0120","url":null,"abstract":"PurposeThis study explored the mathematical dispositions of Hong Kong mathematics pre-service teachers (PSTs). It also constructed a mathematical disposition framework comprising their affective, cognitive and functional dispositions towards the subject.Design/methodology/approachThirty-one participants completed three structured metaphor tasks and one open-ended metaphor task in which they shared their views on mathematics. Responses were examined qualitatively and quantitatively. Coding based on thematic analysis was utilized to summarize the specific contents of the mathematical dispositions expressed by the PSTs, and a 5-level scoring scale was employed to evaluate the strength of the dispositions as represented by different metaphor types.FindingsThe findings suggest that the mathematical dispositions of pre-service mathematics teachers were generally positive. However, the overall level was not high. The most prevalent metaphors used to describe mathematics were “rice”, “blue” and “dog”.Research limitations/implicationsHong Kong mathematics PSTs' mathematical dispositions are examined by using metaphorical tasks. Three categories are identified: affective, cognitive and functional dispositions towards mathematics.Originality/valueThis study has proposed an original framework for describing mathematical disposition.","PeriodicalId":44145,"journal":{"name":"Asian Education and Development Studies","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2023-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48831349","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-29DOI: 10.1108/aeds-03-2022-0035
W. Wong
PurposeThis paper aims to examine the intensifying efforts by China and the West to harness the clean, limitless energy of nuclear fusion. However, it argues that this “holy grail” of a fusion future is only achievable through an optimal combination of mission-oriented public–private cooperation and genuine intergovernmental cooperation.Design/methodology/approachThis study deploys a case-study approach, augmented by relevant literature, to analyse the advances in fusion technology.FindingsDespite purported recent advances in fusion technology, these advances remain largely “proof of concept” experiments rather than commercially viable technologies that enable us to truly harness the infinite power of these “artificial suns”. To achieve the moonshot goal of delivering practicable “net energy gain” from fusion power, this study advocates shedding hubristic political “one-upmanship” amongst rival governments. Further, it urges focussing the ingenuity, along with the financial and scientific resources of all stakeholders (both public and private) across the globe to bring about this “fusion dawn”. Moreover, efforts to deliver fusion power face significant competition from other clean energy sources (wind, solar power and nuclear fission reactors) that are not only technically far less challenging but also economically more viable with their declining cost structures.Originality/valueThis study is possibly one of the few social science papers that examines the prospect of clean, limitless fusion power along with the challenges it faces and its societal implications.
{"title":"Creating “Artificial Suns”: the Sino-Western race to master limitless clean energy through nuclear fusion","authors":"W. Wong","doi":"10.1108/aeds-03-2022-0035","DOIUrl":"https://doi.org/10.1108/aeds-03-2022-0035","url":null,"abstract":"PurposeThis paper aims to examine the intensifying efforts by China and the West to harness the clean, limitless energy of nuclear fusion. However, it argues that this “holy grail” of a fusion future is only achievable through an optimal combination of mission-oriented public–private cooperation and genuine intergovernmental cooperation.Design/methodology/approachThis study deploys a case-study approach, augmented by relevant literature, to analyse the advances in fusion technology.FindingsDespite purported recent advances in fusion technology, these advances remain largely “proof of concept” experiments rather than commercially viable technologies that enable us to truly harness the infinite power of these “artificial suns”. To achieve the moonshot goal of delivering practicable “net energy gain” from fusion power, this study advocates shedding hubristic political “one-upmanship” amongst rival governments. Further, it urges focussing the ingenuity, along with the financial and scientific resources of all stakeholders (both public and private) across the globe to bring about this “fusion dawn”. Moreover, efforts to deliver fusion power face significant competition from other clean energy sources (wind, solar power and nuclear fission reactors) that are not only technically far less challenging but also economically more viable with their declining cost structures.Originality/valueThis study is possibly one of the few social science papers that examines the prospect of clean, limitless fusion power along with the challenges it faces and its societal implications.","PeriodicalId":44145,"journal":{"name":"Asian Education and Development Studies","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2022-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43207683","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-12DOI: 10.1108/aeds-03-2022-0042
Wanli Wang, F.I.Lam Johnny, Jiagui Li, Zhenjie Yang
PurposeThis study intends to explore the opportunities and roles of Macao's universities in the education and training development of Hengqin under the General Plan of the Development of the Guangdong–Macao In-Depth Cooperation Zone in Hengqin promulgated in August 2021.Design/methodology/approachThis study is intended to analyze the role of Macao’ universities in Hengqin development, based on data collected through interviewing with dozens of scholars and government officials from Macao and Hengqin, and government reports, news reports and other relevant data.FindingsThe General Plan provides Macao's universities with opportunities to develop education and training in Hengqin. On the one hand, Hengqin can be the locus of Macao's tertiary education diversification; Macao's universities can jointly establish technological research institutions and set up postdoctoral research centers and university branches to enroll master's and doctoral students from Mainland China. On the other hand, Macao's universities can set up a branch of professional training and open training courses in Hengqin. These efforts are designed to promote technological innovation and cultural diffusion in Macao.Originality/valueThis study analyses the potential role of Macao's universities in developing education and training in Hengqin since the central policy was announced last August. This study will be of interest to scholars as well as policymakers.
{"title":"The role of Macao's universities in the education and training development of Hengqin","authors":"Wanli Wang, F.I.Lam Johnny, Jiagui Li, Zhenjie Yang","doi":"10.1108/aeds-03-2022-0042","DOIUrl":"https://doi.org/10.1108/aeds-03-2022-0042","url":null,"abstract":"PurposeThis study intends to explore the opportunities and roles of Macao's universities in the education and training development of Hengqin under the General Plan of the Development of the Guangdong–Macao In-Depth Cooperation Zone in Hengqin promulgated in August 2021.Design/methodology/approachThis study is intended to analyze the role of Macao’ universities in Hengqin development, based on data collected through interviewing with dozens of scholars and government officials from Macao and Hengqin, and government reports, news reports and other relevant data.FindingsThe General Plan provides Macao's universities with opportunities to develop education and training in Hengqin. On the one hand, Hengqin can be the locus of Macao's tertiary education diversification; Macao's universities can jointly establish technological research institutions and set up postdoctoral research centers and university branches to enroll master's and doctoral students from Mainland China. On the other hand, Macao's universities can set up a branch of professional training and open training courses in Hengqin. These efforts are designed to promote technological innovation and cultural diffusion in Macao.Originality/valueThis study analyses the potential role of Macao's universities in developing education and training in Hengqin since the central policy was announced last August. This study will be of interest to scholars as well as policymakers.","PeriodicalId":44145,"journal":{"name":"Asian Education and Development Studies","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2022-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45867363","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-25DOI: 10.1108/aeds-01-2021-0019
Chkaif Bouchaib
PurposeThis paper intends to provide a thematic literature review of the scholarly research articles orbiting the Sino–African education cooperation and exchange, published between 2005 and 2022.Design/methodology/approachThe methodology used in this paper is qualitative in nature with a thematic approach. The author used content analysis techniques to spotlight the major themes of the topic studied. The author selected the papers and theses, based on their heuristic capacity, from two major databases for the English and Chinese literature: Web of Science and CNKI. The selection process resulted in 60 high-quality peer-reviewed articles and theses. Another 30 research articles and theses were used as supplementary resources.FindingsThe literature concentrates on six points: the historical development, the nature of the exchange, the frameworks of the cooperation, vocational training and knowledge transfer, African students in China and their experiences, and education cooperation and soft power. However, research tends to be somewhat polemical rather than an academic debate between Chinese researchers and their western peers. Therefore, empirical studies beyond the geopolitical preoccupations and the “YEA” or “NAY” to the Sino–African education exchange are critically needed.Practical implicationsThe implications of this study go beyond the east/west or developed/developing world rhetoric and focus more on sustainable educational development on a global scale. Understanding how the literature on the Sino–African education engagement is shaping, provides valuable insights into international education in the global south. It can also be implied to approach educational engagement with other destinations such as India, Türkiye and Brazil.Originality/valueThis thematic literature review concentrates on the educational aspect of Sino–African relations. It compares English and Chinese peer-reviewed scholarly articles and theses on China–Africa educational engagement and has heuristic implications for sustainable educational development globally.
目的对2005年至2022年间发表的中非教育合作与交流学术研究论文进行专题文献梳理。设计/方法/方法本文使用的方法本质上是定性的，采用主题方法。作者使用内容分析技术来突出所研究主题的主要主题。作者根据启发式能力，从Web of Science和CNKI两大中英文文献数据库中选择论文和论文。评选过程产生了60篇高质量的同行评议文章和论文。另有30篇研究论文作为补充资料。研究结果:本文从历史发展、交流性质、合作框架、职业培训与知识转移、在华非洲学生及其经历、教育合作与软实力等六个方面展开论述。然而，研究往往是有争议的，而不是中国研究人员与西方同行之间的学术辩论。因此，迫切需要对中非教育交流进行超越地缘政治关注和“是”或“否”的实证研究。实际意义本研究的意义超越了东方/西方或发达/发展中国家的修辞，更多地关注全球范围内的可持续教育发展。了解关于中非教育合作的文献是如何形成的，可以为了解南半球的国际教育提供有价值的见解。与印度、土耳其和巴西等其他目的地开展教育合作也可能意味着这一点。原创性/价值本专题文献综述集中于中非关系的教育方面。该研究比较了中非教育合作的中英文同行评议学术文章和论文，对全球教育可持续发展具有启发式意义。
{"title":"The Sino-African higher education exchange: toward building a literature","authors":"Chkaif Bouchaib","doi":"10.1108/aeds-01-2021-0019","DOIUrl":"https://doi.org/10.1108/aeds-01-2021-0019","url":null,"abstract":"PurposeThis paper intends to provide a thematic literature review of the scholarly research articles orbiting the Sino–African education cooperation and exchange, published between 2005 and 2022.Design/methodology/approachThe methodology used in this paper is qualitative in nature with a thematic approach. The author used content analysis techniques to spotlight the major themes of the topic studied. The author selected the papers and theses, based on their heuristic capacity, from two major databases for the English and Chinese literature: Web of Science and CNKI. The selection process resulted in 60 high-quality peer-reviewed articles and theses. Another 30 research articles and theses were used as supplementary resources.FindingsThe literature concentrates on six points: the historical development, the nature of the exchange, the frameworks of the cooperation, vocational training and knowledge transfer, African students in China and their experiences, and education cooperation and soft power. However, research tends to be somewhat polemical rather than an academic debate between Chinese researchers and their western peers. Therefore, empirical studies beyond the geopolitical preoccupations and the “YEA” or “NAY” to the Sino–African education exchange are critically needed.Practical implicationsThe implications of this study go beyond the east/west or developed/developing world rhetoric and focus more on sustainable educational development on a global scale. Understanding how the literature on the Sino–African education engagement is shaping, provides valuable insights into international education in the global south. It can also be implied to approach educational engagement with other destinations such as India, Türkiye and Brazil.Originality/valueThis thematic literature review concentrates on the educational aspect of Sino–African relations. It compares English and Chinese peer-reviewed scholarly articles and theses on China–Africa educational engagement and has heuristic implications for sustainable educational development globally.","PeriodicalId":44145,"journal":{"name":"Asian Education and Development Studies","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2022-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44274775","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-21DOI: 10.1108/aeds-02-2022-0013
Yun Liu
PurposeThis article examines education diplomacy as a specific application of public diplomacy in stabilizing Canada–China relations, which have worsened over the last few years. It conducts a case study analysing post-crisis responses of Chinese stakeholders in Canadian university international programs. The survey results provide policymaking insight for restoring post-crisis global learning activities.Design/methodology/approachIt applies conceptual analysis, comparative methods and historical reflection to design a community-based survey. It treated Chinese university students and scholars as stakeholders of education diplomacy. Utilizing an established network of Chinese intuitional partners by the host institute, this case study analyses questionnaires on the online survey platform Qualtrics.FindingsThe survey indicates concerns about diplomatic tension by Chinese stakeholders in Canadian university international programs. However, their responses are still favourable for resuming global learning activities with more flexibility, mobility and personal safety facilitation.Originality/valueThe paper assesses the post-crisis response of Chinese stakeholders concerning the Canada–China education collaboration while interpreting Education Diplomacy as a specific form of Public Diplomacy for normalizing China–Canada relations still subject to growing bilateral tension.
{"title":"Post-crisis response by Chinese stakeholders to Canadian international education programs: a case study with community-based survey evidence","authors":"Yun Liu","doi":"10.1108/aeds-02-2022-0013","DOIUrl":"https://doi.org/10.1108/aeds-02-2022-0013","url":null,"abstract":"PurposeThis article examines education diplomacy as a specific application of public diplomacy in stabilizing Canada–China relations, which have worsened over the last few years. It conducts a case study analysing post-crisis responses of Chinese stakeholders in Canadian university international programs. The survey results provide policymaking insight for restoring post-crisis global learning activities.Design/methodology/approachIt applies conceptual analysis, comparative methods and historical reflection to design a community-based survey. It treated Chinese university students and scholars as stakeholders of education diplomacy. Utilizing an established network of Chinese intuitional partners by the host institute, this case study analyses questionnaires on the online survey platform Qualtrics.FindingsThe survey indicates concerns about diplomatic tension by Chinese stakeholders in Canadian university international programs. However, their responses are still favourable for resuming global learning activities with more flexibility, mobility and personal safety facilitation.Originality/valueThe paper assesses the post-crisis response of Chinese stakeholders concerning the Canada–China education collaboration while interpreting Education Diplomacy as a specific form of Public Diplomacy for normalizing China–Canada relations still subject to growing bilateral tension.","PeriodicalId":44145,"journal":{"name":"Asian Education and Development Studies","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2022-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44763846","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-17DOI: 10.1108/aeds-12-2021-0251
Ha-Yeon Jang, Young-Min Lee
PurposeThe rapid proliferation of digital devices, population aging, and acceleration of digital technology adoption due to the COVID-19 pandemic have increased the need for information education for older adults to prevent inter-generational conflicts and digital alienation. This study aims to analyze the information technology (IT) education programs provided to older adults by age group, considering their heterogeneity.Design/methodology/approachThis study identifies IT education programs provided by public institutions in Seoul and target age groups (50 and above) through a survey using triangulation, which were then sorted and summarized into 27 keywords. Correspondence analysis was conducted using the keywords derived for the programs and age groups.FindingsIT education programs in the age group 60 and above accounted for 75.2% of the programs offered, which increased to 90% when including those aged 55 and above. Particularly, the perceptual map created based on relationship correlations indicates which IT education program keywords matched each age group. The Seoul Metropolitan Government primarily offered these programs for older adults aged 60 and above, with 5–7.5 times more education programs for those aged 60 and above than for those aged 50 and above or 55 and above. Therefore, IT education must be more evenly provided to more diverse age groups among older adults to reflect the current situation.Originality/valueThis study contributes to the literature by proposing a future direction for IT education of older adults. Moreover, it has implications for the direction of IT education to target various age groups in IT education programs, thus enabling older adults to effectively enhance their digital literacy skills during the rapid digitalization caused by COVID-19.
{"title":"Categorizing older adults' information technology-based learning programs using correspondence analysis","authors":"Ha-Yeon Jang, Young-Min Lee","doi":"10.1108/aeds-12-2021-0251","DOIUrl":"https://doi.org/10.1108/aeds-12-2021-0251","url":null,"abstract":"PurposeThe rapid proliferation of digital devices, population aging, and acceleration of digital technology adoption due to the COVID-19 pandemic have increased the need for information education for older adults to prevent inter-generational conflicts and digital alienation. This study aims to analyze the information technology (IT) education programs provided to older adults by age group, considering their heterogeneity.Design/methodology/approachThis study identifies IT education programs provided by public institutions in Seoul and target age groups (50 and above) through a survey using triangulation, which were then sorted and summarized into 27 keywords. Correspondence analysis was conducted using the keywords derived for the programs and age groups.FindingsIT education programs in the age group 60 and above accounted for 75.2% of the programs offered, which increased to 90% when including those aged 55 and above. Particularly, the perceptual map created based on relationship correlations indicates which IT education program keywords matched each age group. The Seoul Metropolitan Government primarily offered these programs for older adults aged 60 and above, with 5–7.5 times more education programs for those aged 60 and above than for those aged 50 and above or 55 and above. Therefore, IT education must be more evenly provided to more diverse age groups among older adults to reflect the current situation.Originality/valueThis study contributes to the literature by proposing a future direction for IT education of older adults. Moreover, it has implications for the direction of IT education to target various age groups in IT education programs, thus enabling older adults to effectively enhance their digital literacy skills during the rapid digitalization caused by COVID-19.","PeriodicalId":44145,"journal":{"name":"Asian Education and Development Studies","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2022-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42806732","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-05DOI: 10.1108/aeds-08-2021-0185
Chao Wang
PurposeThis article examines the effects and implications of the 2019 social movement in Hong Kong and those of the enactment of the National Security Law (NSL) for Hong Kong for one country two systems (OCTS). It further explores how these factors potentially promote or threaten the intrinsic value of OCTS a normative consensus. It also discusses the factors underpinning the rationale of OCTS as a normative consensus and whether this consensus is inviolable and sustainable.Design/methodology/approachThis article uses the concept of selective adaptation, especially the element of complementarity to explainthe legal behaviour of the Peopleʼs Republic of China (PRC) in relation to Hong Kong and to examine the effects and implications of the 2019 social movement in Hong Kong and those of the enactment of the NSL for Hong Kong for OCTS. It further explores how these factors potentially promote or threaten the intrinsic value of OCTS a normative consensus. It also discusses the factors underpinning the rationale of OCTS as a normative consensus and whether this consensus is inviolable and sustainable.FindingsIt is still possible and feasible for China and the West to work out a normative consensus to sustain and/or restore the core values of Hong Kong – the rule of law, freedom of expression, and political participation – while accommodating the PRC's political concerns about national sovereignty and security. This intrinsic value of OCTS in terms of seeking complementarity and coexistence between the Western liberal norms of governance and Chinese socialist ideology, should be acknowledged and that the OCTS policy should remain in full force to serve as a normative consensus between China and the West, and the feasibility of this proposed normative consensus rests on the PRC's self-interest.Originality/valueThis is one of the very few original research that applies the paradigm of selective adaptation to explain and understand the legal behaviour and phenomenon in relation to PRC's policy towards Hong Kong.
{"title":"In search of the intrinsic value of one country two systems: from selective adaptation to normative consensus","authors":"Chao Wang","doi":"10.1108/aeds-08-2021-0185","DOIUrl":"https://doi.org/10.1108/aeds-08-2021-0185","url":null,"abstract":"PurposeThis article examines the effects and implications of the 2019 social movement in Hong Kong and those of the enactment of the National Security Law (NSL) for Hong Kong for one country two systems (OCTS). It further explores how these factors potentially promote or threaten the intrinsic value of OCTS a normative consensus. It also discusses the factors underpinning the rationale of OCTS as a normative consensus and whether this consensus is inviolable and sustainable.Design/methodology/approachThis article uses the concept of selective adaptation, especially the element of complementarity to explainthe legal behaviour of the Peopleʼs Republic of China (PRC) in relation to Hong Kong and to examine the effects and implications of the 2019 social movement in Hong Kong and those of the enactment of the NSL for Hong Kong for OCTS. It further explores how these factors potentially promote or threaten the intrinsic value of OCTS a normative consensus. It also discusses the factors underpinning the rationale of OCTS as a normative consensus and whether this consensus is inviolable and sustainable.FindingsIt is still possible and feasible for China and the West to work out a normative consensus to sustain and/or restore the core values of Hong Kong – the rule of law, freedom of expression, and political participation – while accommodating the PRC's political concerns about national sovereignty and security. This intrinsic value of OCTS in terms of seeking complementarity and coexistence between the Western liberal norms of governance and Chinese socialist ideology, should be acknowledged and that the OCTS policy should remain in full force to serve as a normative consensus between China and the West, and the feasibility of this proposed normative consensus rests on the PRC's self-interest.Originality/valueThis is one of the very few original research that applies the paradigm of selective adaptation to explain and understand the legal behaviour and phenomenon in relation to PRC's policy towards Hong Kong.","PeriodicalId":44145,"journal":{"name":"Asian Education and Development Studies","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2022-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45143209","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-13DOI: 10.1108/aeds-10-2022-293
J. Berlie
{"title":"Book review: Casino capitalism in Macau: comparison with Las Vegas","authors":"J. Berlie","doi":"10.1108/aeds-10-2022-293","DOIUrl":"https://doi.org/10.1108/aeds-10-2022-293","url":null,"abstract":"","PeriodicalId":44145,"journal":{"name":"Asian Education and Development Studies","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2022-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42453600","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-13DOI: 10.1108/aeds-10-2022-292
Santosh Jena
{"title":"Book review: Developing metacognitive teaching strategies through lesson study","authors":"Santosh Jena","doi":"10.1108/aeds-10-2022-292","DOIUrl":"https://doi.org/10.1108/aeds-10-2022-292","url":null,"abstract":"","PeriodicalId":44145,"journal":{"name":"Asian Education and Development Studies","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2022-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46228596","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Identity and investment have become the two most significant concepts in the field of second language acquisition and English as a foreign language (EFL). Conducted through semi-structured interviews and thematic analysis, this study focused on the narrative cases of two EFL students in the bilingual higher education project, revealing their identity changes throughout the project from a poststructural perspective. Their investment in foreign language learning was also fully explored through the analysis of a series of semi-structured interviews and diary data. The findings of this study show that identities are multiple, dynamic and contradictory, both emergent in changing sociocultural contexts and driven by individuals’ own agency, and participants’ identities also oscillate between the imagined communities and communities of practice. The investment of these two students in bilingual literacy is also mediated by three intertwined structures: capital, ideology and identity. In addition, participants’ second language investments vary considerably, due to their different agency in English language learning.
{"title":"Exploring EFL Students’ Identities and Investment in Higher Education Reform Project: Two Narrative Cases","authors":"Fei Lou","doi":"10.20849/aes.v7i3.1260","DOIUrl":"https://doi.org/10.20849/aes.v7i3.1260","url":null,"abstract":"Identity and investment have become the two most significant concepts in the field of second language acquisition and English as a foreign language (EFL). Conducted through semi-structured interviews and thematic analysis, this study focused on the narrative cases of two EFL students in the bilingual higher education project, revealing their identity changes throughout the project from a poststructural perspective. Their investment in foreign language learning was also fully explored through the analysis of a series of semi-structured interviews and diary data. The findings of this study show that identities are multiple, dynamic and contradictory, both emergent in changing sociocultural contexts and driven by individuals’ own agency, and participants’ identities also oscillate between the imagined communities and communities of practice. The investment of these two students in bilingual literacy is also mediated by three intertwined structures: capital, ideology and identity. In addition, participants’ second language investments vary considerably, due to their different agency in English language learning.","PeriodicalId":44145,"journal":{"name":"Asian Education and Development Studies","volume":null,"pages":null},"PeriodicalIF":1.9,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78781195","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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