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Over the summer of 2015, the Youth Collaborative for Chinatown worked to activate public spaces in Vancouver's Chinatown in an intergenerational, intercultural manner through a series of events: the "Hot and Noisy" (熱鬧) Chinatown Mahjong Socials. On the surface, our goal was simple: to bring back Chinatown's 熱鬧, or "yeet low" in Cantonese, – literally, "hot and noisy", or liveliness and energy. Below the surface, we had more complex goals of being able to bring a youth voice to planning processes about the future of Chinatown, and building up political and social capacity of young generations of Chinese Canadians. We decided that our approach to activating public space had several criteria. It needed to be visible. It needed to be collaborative. It needed to demonstrate a cohesive, coordinated effort undertaken by younger generations, with the ability to involve many others. It needed to be intercultural and multilingual. It needed to foster relationships between young and old. It needed to be feasible to implement within a very short time frame. It needed to involve no to low hard costs. And it needed to be possible with the resources and skills we could readily bring to the table, amongst our team of organizers. By temporarily activating a public space, there is an opportunity to both share and transform the stories that we tell ourselves and each other in relation to it, and to create spaces of belonging. Based on participant observation/action as a member of the Youth Collaborative for Chinatown, I describe the "Hot and Noisy" (熱鬧) Chinatown Mahjong Socials as a case study of a youth-driven, grassroots process in public space activation. I discuss lessons learned and the implications for planning, urban design and community organizing. ; Applied Science, Faculty of ; Community and Regional Planning (SCARP), School of ; Unreviewed ; Graduate

本文希望探討弱勢小學如何在教育市場化趨勢下,因為收生不足而被教統局宣佈殺校,然而經過學校持分者的奮鬥,一年後竟能取錄足夠學生,成功逆轉重生。研究對象學校近年取錄的學生人數一直上升,甚至成為社區上受歡迎的學校。弱勢學校在汰弱留強的市場定律下竟能逆轉重生,這個香港教育界的特殊現象,箇中原因及意義便是本文著意的地方。 ; 本文採用質性研究方法,邀請兩所位於不同貧窮社區的小學接受研究。兩所小學同樣經歷逆轉重生,其中一所小學甚至兩次殺校。在具體田野操作方面,本文採用民族誌研究方法,筆者透過長時間參與觀察、深度訪談、比較閱讀,整理兩所學校由殺校至今的逆轉發展脈絡。 ; 研究結果發現,兩所能夠成功逆轉重生的學校從:宏觀層面、中介層面和微觀層面,均能啟動和累積社會資本,並轉化為不同類型的資本,包括:文化資本,經濟資本等,以支援學校的非常態運作,避過殺校宿命。此外,研究發現兩所學校的教師團隊同樣呈現一條由社會資本轉化為教學專業資本的脈絡,並在校本課程的編訂和教學法的探索得到成效,讓學生學習蒙受其利,這是學校逆轉的背後策劃能量。 ; 本文期望教育領導人士能重新理解類教育市場脈絡的多端力量,並希望教育領導者了解學校在類教育市場的定位。另外,本文希望讓所有學校持分者重新理解社會資本在教育場域的正面能量。當中尤以校長為核心,啟動和轉化學校社會資本,他的信念和力量將是領導學校逆轉重生,以至持續發展的關鍵。 ; 最後,本文無意為弱勢學校逆轉重生的現象下定論,限於資料收集的局限、類教育市場脈絡、社會資本概念的複雜性,本文主要通過現有的材料和論據,為香港弱勢社群教育這個領域作為開拓研究的鋪墊。 ; This thesis attempts to answer the question about how a disadvantaged primary school experienced turnaround in a Quasi-education market. ; This is an ethnographic study, employing qualitative methods. Two primary schools from two low-income districts were invited to participate. They both suffered from "school closure"(殺校). One of them even went through it twice. Ethnographic research was conducted with Participant Observation, In-depth Interview and Comparative Reading throughout the research duration. ; The results of the research showed that two turnaround schools mobilized and accumulated social capital and transformed it into other forms of capital, such as cultural capital and economic capital, in order to support the schools' contingency plans on macro, meso and micro levels. ; Another finding is that the teaching teams of the two turnaround schools also showed a path of transforming social capital into teaching professional capital, including school-based curriculum designs and research into teaching methods. These efforts of the schools succeeded in creating a favorable condition for them not only to survive, but to flourish. ; This thesis hopes to call attention to two important facts: ; 1. Education leaders can benefit greatly from alerting themselves to the Quasi-education market and its related concepts, and also ...