ABSTRACT
This chapter presents two Hong Kong kindergartens as case studies of the phenomenon of developing and implementing their respective school-based curriculum. These case studies illustrate the confluence of globalization and localization that seemingly leads to practices of glocalization. We first describe and analyze the key curriculum models intended and implemented by each kindergarten. We then evaluate its curriculum implementability using the Tian Shi, Di Li, Ren He (天时, 地利, 人和) theoretical framework proposed by the authors of this book. We also compare and contrast the two cases as a way to highlight valuable lessons learned. Finally, we conclude by advocating for a hybrid model as the most optimal one in harmonizing forces of globalization and localization into glocalization.
