ABSTRACT
This chapter provides an alternative account, on the basis of an ongoing dialogue between us. It believes this dialogue across the boundaries of disciplinary traditions and institutional identities sets up a terrain for theory development and localized social transformation in critical approaches to the field of education. The chapter begins with a discussion of our specific research agendas and clarifies the nature of our dialogue and how ethnic minority education in the Hong Kong context fits within it. However, and although there seems to be some consensus on this panoramic view on the social position of the youngsters in Hong Kong society, in general and in the educational setting in particular, there is less evidence of the everyday situated practices of the social actors. The chapter finally discusses opportunities, tensions, and dilemmas derived from a dialogue such as this, with particular attention to the value of continuity in these forms of collaboration.
