ABSTRACT
This chapter takes a critical look at issues of curriculum in Hong Kong during the 21st century, with a focus on educational equity. The chapter examines several critiques concerning curriculum and pedagogy in Hong Kong education from the primary to tertiary levels and how institutions have tried to address issues of equity. Key areas of this chapter are generated from discussions with a diverse group of tertiary students in Hong Kong who are studying to be classroom teachers and the issues they identify as being crucial towards social justice. Building off of the students’ discussion of pressing issues, the chapter develops its analysis of Hong Kong curriculum and pedagogy through the application of lenses that draw from critical educational theory. Through this critical examination of what has occurred in the Hong Kong Special Administrative Region (HKSAR) of China, this article draws implications for classroom pedagogy, teacher education and schooling reform within the contexts of urban schooling and Chinese and Asian studies.
