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

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)

“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 ) “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 )

“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)

Educational Institution Social Differentiation Social Integration Differentiation in labor & commodity markets Differentiation in cultural market or sphere Differentiation in political sphere or arena Economic dominationCultural domination Political domination Inequalities, hierarchies, stratification Spontaneous & primordial integratiion n 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

Educational Institution Social Differentiation Social Integration Differentiation in labor & commodity markets Differentiation in cultural market or sphere Differentiation in political sphere or arena Economic dominationCultural domination Political domination Inequalities, hierarchies, stratification Spontaneous & primordial integratiion n 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 Citizen Training of Labor

Educational Institution Social Differentiation Social Integration Differentiation in labor & commodity markets Differentiation in cultural market or sphere Differentiation in political sphere or arena Economic dominationCultural domination Political domination Inequalities, hierarchies, stratification Spontaneous & primordial integratiion n 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 Marxian thesis of exploitation & historical materialism Weberian thesis of domination & crystalization of stratification Bourdieu's concepts of capital, space, habitus & practice Context of Western European States Context of Balkan States Context of Post- colonial States Context of the United States Context of China of Multinational State Context of HKSAR of One-Country-Two-System

Educational Institution Social Differentiation Social Integration Differentiation in labor & commodity markets Differentiation in cultural market or sphere Differentiation in political sphere or arena Economic dominationCultural domination Political domination Inequalities, hierarchies, stratification Spontaneous & primordial integratiion n 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 Globalization of Class Structure: Transnational capitalists Globally auctioned transnational wage- labor Locally pit-down unskilled wage-labor Globalization of Class Culture: Common culture of global consumerism Grobalization and glocalization of world culture Erosion of rationality of citizenship Erosion of solidarity of citizenship Erosion of the spatial and temporal foundations of the nation-state Cross-borders flow of information, people, and other resources The rise of politics of Multitude The rise of the politics of the internet The advent of Transnational organizations Erosion of sovereignty of modern state The rise SWPR

EDM 6210 Education Policy and Society The End of the Beginning