Conceptualising reform, governance and knowledge: the case of Hong Kong senior secondary liberal studies curriculum reform

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ABSTRACT In 2021, the Hong Kong (HKSAR) Government announced a major reform of the Liberal Studies (LS) subject in Hong Kong senior secondary education, transforming it into “Citizenship and Social Development” (CSD). This reform included significant changes to the curriculum, such as a substantial reduction in lesson hours, the removal and modification of curriculum content, and alterations in assessment methods. The reform can be understood as a nexus of power, knowledge, politics, social governance and historically situated practices, constructed through the intersection of multiple constituents. Drawing on Popkewitz’s insights, this paper addresses a fundamental question: “What constitutes reform?” First, the development of LS is examined, followed by an analysis of the reform through Popkewitz’s perspectives on the “social epistemology” and the modulated knowledge it entails. This analysis leads to implications that the LS reform in turn serves as a governing practice with modulated curriculum content, shaping it to align with broader political imperatives. Finally, this paper provides insights for future research for studying education in Hong Kong and potential comparative efforts to understand Hong Kong in relation to cases observed in other national contexts.