Please use this identifier to cite or link to this item: http://hdl.handle.net/10397/29914
Title: The deficit representation of youth at different levels of curriculum-making : a case study on the liberal studies curriculum in Hong Kong
Authors: Chan, CT 
Ting, WF 
Keywords: Critical thinking
Liberal Studies
Multiple-perspective thinking
Representations of adolescents
Representations of youth
Issue Date: Oct-2012
Publisher: Routledge, Taylor & Francis Group
Source: Discourse, Oct. 2012, v. 33, no. 4, p. 529-544 How to cite?
Journal: Discourse 
Abstract: This study explores whether the deficit approach to understanding youth, which has been widely critiqued in contemporary youth studies, could still be a dominant paradigm in an emerging curriculum which emphasises multiple-perspective thinking. The analysis compares the representations of youth in selected reference sources at different levels of curriculum-making of the Liberal Studies (LS) curriculum in Hong Kong. These includes: (1) the official website of the curriculum, (2) the textbooks and (3) the teachers' verbal accounts. The findings indicate that the curriculum contents at the institutional level (the LS official website) do not really favour a deficit representation of youth, but that the contents at the programme level and at the classroom level do intensify that deficit representation. The findings shed light on the discourse of youth in education regimes and inform future research.
URI: http://hdl.handle.net/10397/29914
ISSN: 0159-6306
EISSN: 1469-3739
DOI: 10.1080/01596306.2012.692960
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