Author Description

This dissertation, "Critical Gender Awareness of Hong Kong Chinese Students in EMI and CMI Liberal Studies" by Yiqi, Liu, , was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author.<br> Abstract:<br> This thesis is a qualitative ethnographic inquiry that explores how to apprentice senior secondary school students into critical awareness of gender issues within the Hong Kong New Senior Secondary Liberal Studies (hereafter NSSLS) curriculum context. The project attempts to engage students in thinking about gender issues from different levels of criticality or critical thinking. It was guided by the following research questions:<br> (a) What Discourses of gender are co-constructed, negotiated or/and resisted by the NSSLS curriculum and teachers and students?<br> (b) What Discourses about critical thinking are co-constructed by the NSSLS curriculum and teachers and students?<br> (c) Is it possible to enhance these students'' critical thinking regarding gender issues in the NSSLS subject?<br> To this end, an intervention unit on gender stereotyping designed with genre-based pedagogy was taught and co-taught by the researcher in one traditionally Chinese as the medium-of-instruction (TCMI) and one traditionally English as the medium-of-instruction (TEMI) secondary schools. The study had three stages and adopted multiple research methods, triangulating ethnographic data from interviews, classroom observation, and students'' writing assignments.<br> In the first stage, the pre-intervention stage, the intervention unit was designed by the researcher and the LS teachers in the two schools. Interviews were conducted with focal students to gain