Suchergebnisse

在過去的二十年中,隨著1989 年的革命(以及之後突進的新自由主義經濟政策),信息和通信技術(ICT)的擴散,世界經歷了急劇變化。但高等教育,尤其是英文文學研究有没有根據這一時期的文化、經濟、社會和政治的情況來修正呢?本論文探討從現代主義美學和片面國家論述的小說(英文書寫的),過渡到一個文化和政治驅動並行的後現代形式,及反映一個日益全球化和全球意識的二十一世紀引人注目的問題。通過當代小說的新自由主義全球化的測試 ──或者也被稱為後現代的情况和晚期資本主義的文化邏輯──我們了解世界據稱走向非殖民化只不過掩飾另一種殖民方式,導致葛蘭西的霸權理論效果,使馬克思主義理論的社會力量轉變成促使不同階級的政治權力形式,取決於一個非常關鍵的因素- 共識。 ; The world has experienced rapid changes in the last twenty years concomitant of the Revolutions of 1989 (and the subsequent onrush of neoliberal economic policies) and the proliferation of Information and Communication Technology (ICT), but has higher ed,and particularly, the study of English literature modified in accordance to the cultural, economic, social, and political circumstances of the period? This thesis explores the compelling question by illustrating the transition of contemporary literary fiction (written in English) from modernist aesthetics and one-sided national discourse into a culturally and politically driven postmodern form to parallel and reflect an increasingly global and globally aware 21st century. Through contemporary fiction's examination of neoliberal globalization - or perhaps what is also known as the postmodern condition and cultural logic of late capitalism - we come to understand a return of colonization in a world allegedly moving towards decolonization. What results is the Gramscian theory of hegemony, which gives rise to a Marxist theory of the transformation of social forces into forms of political power adequate to different class projects that depends on a very crucial factor - consensus. ; Detailed summary in vernacular field only. ; Tchan, Chrystal Ching. ; "December 2012." ; Thesis (M.Phil.)--Chinese University of Hong Kong, 2013. ; Includes bibliographical references (leaves 105-110). ; Abstracts also in Chinese. ; Abstract --- p.i ; Table of Contents --- p.ii ; Introduction --- p.1 ; Chapter Chapter One: --- Nationalism and the Decline of Empire --- p.15 ; Chapter Chapter Two: --- The Reflexive Resurgence of Local and National Formations in Hari ...

Koo Wai-sze. ; Thesis (M.Phil.)--Chinese University of Hong Kong, 2001. ; Includes bibliographical references (leaves [163-172]). ; Abstracts in English and Chinese. ; Contents --- p.i ; Abstract --- p.v ; Acknowledgement --- p.vii ; Chapter Chapter 1 --- Introduction --- p.1 ; Chapter 1.1 --- Current Situation of Preschool Education and Services in Hong Kong --- p.1 ; Chapter 1.2 --- Historical Review of Preschool Education and Services in Hong Kong --- p.5 ; Table 1.1: Percentage of children aged 3 to 5 attending schools (1971-1996) --- p.10 ; Table 1.2: Gross enrolment ratios of Pre-Primaty Education in Selected Countries (1995-1997) --- p.10 ; Chapter 1.3 --- Research Inquiries --- p.12 ; Chapter 1.4 --- Structure of the Thesis --- p.19 ; Chapter Chapter 2 --- Literature Review --- p.20 ; Chapter 2.1 --- Functional School of Thought --- p.21 ; Chapter 2.1.1 --- Functional Perspectives on Preschool Education and Servicesin Hong Kong --- p.27 ; Chapter 2.2 --- Conflict School of Thought --- p.29 ; Chapter 2.2.1 --- Conflict Perspectives on Preschool Education and Services in Hong Kong --- p.37 ; Chapter 2.3 --- Institutionalist Perspectives and Organizational Analysis --- p.39 ; Chapter 2.3.1 --- Organizational Perspectives --- p.39 ; Chapter 2.3.2 --- Institution and Institutionalization --- p.42 ; Chapter 2.3.3 --- The Problem of Isomorphism --- p.48 ; Chapter 2.3.4 --- Institutionalist Perspectives on Preschool --- p.50 ; Chapter 2.4 --- Theoretical Framework --- p.51 ; Chapter 2.4.1 --- New Institutionalist Perspective on Institutionalization of Preschool Education and Services in Hong Kong --- p.51 ; Chapter 2.4.2 --- New Institutionalist Perspectives on Preschool Education and Services --- p.52 ; Chapter 2.4.3 --- The Child as Scientized Individual - Child-Centered Ideology --- p.56 ; Chapter 2.4.4 --- The Form of Education Institution Embodied by Preschool Education --- p.61 ; Chapter Chapter 3 --- Methodology --- p.64 ; Chapter 3.1 --- Government and Other Documents --- p.64 ; Chapter 3.2 --- Content ...

Tung Yan Wah. ; Thesis (M.Phil.)--Chinese University of Hong Kong, 2005. ; Includes bibliographical references (leaves 83-87). ; Abstracts in English and Chinese. ; Abstract --- p.i ; 摘要 --- p.ii ; Acknowledgement --- p.iii ; Table of Contents --- p.iv ; List of Tables --- p.v ; Chapter Chapter 1 --- Introduction --- p.1 ; Chapter 1.1 --- History of education financing --- p.2 ; Chapter 1.2 --- Fiscal system and the financing of rural education --- p.4 ; Chapter 1.3 --- Purpose of this study --- p.8 ; Chapter Chapter 2 --- Literature Review --- p.11 ; Chapter 2.1 --- Problems and issues --- p.11 ; Chapter 2.2 --- Disparity in education provision --- p.14 ; Chapter 2.3 --- Factors explaining variations in education expenditure: regression analysis --- p.19 ; Chapter 2.4 --- Financing arrangement --- p.21 ; Chapter 2.5 --- Concluding remarks --- p.26 ; Chapter Chapter 3 --- Methodology --- p.28 ; Chapter 3.1 --- Estimation of degree of provision --- p.28 ; Chapter 3.2 --- Regression analysis --- p.35 ; Chapter 3.3 --- Education transfer mechanism --- p.39 ; Chapter 3.4 --- Concluding remarks --- p.42 ; Chapter Chapter 4 --- Results and Discussion --- p.43 ; Chapter 4.1 --- Degree of provision --- p.43 ; Chapter 4.2 --- Regression results --- p.47 ; Chapter 4.3 --- Education transfer mechanism --- p.49 ; Chapter 4.4 --- Concluding remarks --- p.53 ; Chapter Chapter 5 --- Conclusion --- p.55 ; Appendix 1 Box 1 --- p.59 ; Appendix 2 Tables --- p.60 ; References --- p.83

Tam, Sin Yu Ophelia. ; Thesis (M.Phil.)--Chinese University of Hong Kong, 2007. ; Includes bibliographical references (leaves 203-209). ; Abstracts in English and Chinese. ; Chapter Chapter 1 --- Introduction --- p.1 ; Scope of study --- p.1 ; The policy change in the context of the education system in Hong Kong --- p.4 ; Theoretical discussion and literature review --- p.10 ; Definition of terms --- p.10 ; Multicultural education --- p.16 ; Newspaper coverage of South Asians in Hong Kong --- p.22 ; My methodology and its problems --- p.26 ; My involvement in the field --- p.26 ; Areas of study --- p.30 ; Methodological problems --- p.32 ; Summary of chapters --- p.37 ; Chapter Chapter 2 --- Historical and Socioeconomic Context of South Asians in Hong Kong --- p.40 ; Introduction --- p.40 ; Socioeconomic situation of South Asians --- p.43 ; Occupational pattern --- p.43 ; Language spoken --- p.47 ; Educational attainment --- p.50 ; Discrimination and legislation --- p.56 ; Concluding remarks --- p.58 ; Chapter Chapter 3 --- The Educational Opportunities and Education Systems for Ethnic Minorities in Hong Kong --- p.60 ; Introduction --- p.60 ; Medium of instruction in history --- p.61 ; Education systems in Hong Kong for ethnic minorities --- p.69 ; Three types of schools based on the medium of instruction --- p.69 ; The fieldsite school - a case study --- p.75 ; The policy change --- p.80 ; The school place allocation system for ethnic minorities --- p.81 ; Concluding remarks --- p.84 ; Chapter Chapter 4 --- Views of the Education and Manpower Bureau --- p.87 ; Introduction --- p.87 ; Background --- p.88 ; Promoting integration --- p.90 ; School closer to home --- p.97 ; The principle of equal opportunities --- p.98 ; More choice of schools --- p.102 ; Concluding remarks --- p.104 ; Chapter Chapter 5 --- Views of the Concern Group --- p.107 ; Introduction --- p.107 ; "Background: The meaning of ""integration""" --- p.107 ; Better Chinese language skills? --- p.112 ; Lack of resources and long-term planning --- ...