Abstract
It is a worldwide concern on the bearings of the unprecedented and prolonged outbreak of the global COVID-19 pandemic on school education, curriculum, as well as student learning and well-being under the “new normal” where technologization is increasingly relied on and likely becomes the priority of future development all over the world. With special reference to the situation of the Hong Kong Special Administrative Region as one of the high-performing learning systems throughout the years, this chapter aims to make visible those emerging phenomena and dynamic interactions among schools, the community, and private sectors, which are shaping or accentuating resilient and innovative curriculum system as well as learning landscape where glocalization (including but not merely limited to technologization) prevails. All these evidence-based perspectives mainly include (1) changing the curriculum system and ecology of the learning landscape; (2) shifting public and nonpublic relationships; (3) hybridity of the East and the West; (4) contingent school curriculum leadership; as well as (5) emergence of new cross-borderscape. This chapter would conclude with the wider implications for curriculum inquiries and strong resonances with the Organization for Economic Cooperation and Development’s Four Scenarios for the Future of Schooling, which helps policymakers and educators around the world to better prepare for the series of educational challenges and opportunities ahead of them. Meanwhile, all these elements help transform various curriculum systems and learning landscapes to become more responsive and resilient under the “new normal.”
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Chan, C.K.K., Lam, A.M.H. (2024). Making Visible the Dynamicity Shaping the Curriculum and Learning Landscape in the New Normal (The Case of Hong Kong Special Administrative Region). In: Trifonas, P.P., Jagger, S. (eds) Handbook of Curriculum Theory, Research, and Practice. Springer International Handbooks of Education. Springer, Cham. https://doi.org/10.1007/978-3-031-21155-3_33
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