CV of Dr Tang Wai Yan Ronald
Assistant Professor, the Hong Kong Institute of Education
BA HKBU, MA HKU, PGDE, MEd, PhD CUHK
Office Address: Room 04, 2/F, Block D1
Tel: (852) 2948 7587
Fax: (852) 2948 7619
Email:
Current Teaching Areas
Critical Issues in Education
School as a learning organization
Classroom structure
Canto-pop and Hong Kong history
Research Interests
Dialogic and relational pedagogy
Philosophy of language and discourse theory
Discursive formation process of policy
Teacher education from the perspective of a performing artist
Value, ethics, and citizenship
Postmodern education
Music and language learning
Narrative research
Profile
(Ronald) Wai-yan, TANG earned his M.Ed. and Ph.D. in education from The Chinese University of Hong Kong. He received his M.A. in Literary and Cultural Studies from The University of Hong Kong. Among Dr. Tang’s many interests are dialogic or relational pedagogy and ethical leadership, implications of jazz as a metaphor for organizational studies, dialogic hermeneutics, discursive policy analysis, and teaching as a performing art.
Unpublished PhD Thesis
TANG Wai-yan Ronald (2005). The Discursive Formation of the Medium of Instruction (MOI) Policy in Hong Kong (1982-1997): A Critical Analysis. (thesis submitted in partial fulfillment of the requirements for the Degree of Doctor of Philosophy in Education).
Book Chapters
TANG Wai-yan Ronald (2006). Quality Assurance, Language Policy, and Civic Participation: A paradoxical argument on the educational values of Hong Kong. In Cheng Hon-man, Roger, Lee Chi-kin, John, and Lo Nai-kwai, Leslie (Eds.), Values Education for Citizens in the New Century (pp.85-104). Hong Kong: Co-published by ChineseUniversity Press and HKIER.
鄧惠欣 (TANG Wai-yan, Ronald) (2000)：‘劇院式教學與二十一世紀教育：教師專業性的回顧、定位及前瞻’(Theatrical teaching and education in the twentieth first century), 載於「跨世紀教育的回顧與前瞻」, 中國教育學會主編. 楊智文化。
Refereed Journal Articles
TANG Wai-yan Ronald (2008). “Ethical Leadership: The Foundation of Creative Learning”. The International Journal of Learning, Volume 15, Issue 9, pp.39-48.
Tang Wai-yan Ronald (2002). Re-conceptualizing the essence of learning: The ethical versus technical aspects, The International Journal of Learning, Vol. 9, pp.763-772.
Non-Refereed Articles
鄧惠欣(2008)：〈香港「教學語言政策」的理性與迷信系列(四)：自決教學語言的「理性」〉(Rationality of self-determined medium of instruction)，2008-04-14，香港，「大公報」教育版，「教育觀點」，第A9頁。
鄧惠欣(2008)：〈香港「教學語言政策」的理性與迷信系列(三)：語言政策的「理性」依據(“knowledge”paradigm for language policy)，2008-04-05，香港，「大公報」教育版，「教育觀點」，第A5頁。
鄧惠欣 (2008)：〈香港「教學語言政策」的理性與迷信系列 (二)：「母語教學」的本位〉(Positioning of mother-tongue education)，2008-04-04，香港，「大公報」教育版，「教育觀點」，第A9頁。
鄧惠欣 (2008)：〈香港「教學語言政策」的理性與迷信系列 (一)：「母語教學」的功能〉(Function of mother-tongue education)，2008-04-01，香港，「大公報」教育版，「教育觀點」，第A26頁。
鄧惠欣 (2007)：〈教育要有較大理想〉，2007-11-03，香港，「大公報」教育版，「教育觀點」，第A7頁。
鄧惠欣 (2007)：〈教育「新制」下的「範式」轉移〉，2007-10-18，香港，「星島」家長版，第F3頁。
鄧惠欣(2007)：〈中大《學生報》風波：誰的責任？〉，2007-05-28，香港，「星島」大學版，第F2頁。
鄧惠欣 (2007)：〈解決老師受壓之方〉(“A proposal for solving the problem of teachers’stress”)，2007-01-22，香港，「信報」教育，第二十五頁。
鄧惠欣 (2006)：學券價值有多少？> (“What is the value of education voucher?”)，2006-10-31，香港，「星島」教育評論，第F6頁。
鄧惠欣 (2006)：教師的專業形象> (“The professional image of teachers”)，2006-10-16，香港，「信報」教育，第二十七頁。
鄧惠欣 (2006)：施丹被逐 – 通識教育好機會> (“Zidane’s suspension - a good case of Liberal Studies”)，2006-07-24，香港，「信報」教育，第二十七頁。
鄧惠欣 (2006)：融合教育挑戰港人價值> (“Integrated education challenges values upheld by HK people”)，2006-04-28，香港，「成報」成報開咪，A12。
鄧惠欣 (2006)：全面看教統局參與學術研究> (“A comprehensive examination of EMB’s involvement in academic research”)，2006-04-17，香港，「成報」成報開咪，A13。
鄧惠欣 (2006)：教師的專業與教師的尊嚴> (“Teaching Profession and Teacher’s Dignity”)，2006-03-07，香港，「成報」成報開咪，A13。
鄧惠欣 (2006)：「教改」何價？> (“What’s the price to pay for “education reform”?”)，2006-02-07，香港，「成報」成報開咪，A13。
鄧惠欣 (2006)：「教改」為誰而改？誰又應為「教改」先改？> (“Education reform for whom? And who should change for “education reform”at the first place?)，2006-01-24，香港，「成報」成報開咪，A14。
鄧惠欣 (2006)：不要掉進「教改」的陷阱> (Don’t fall into the trap of “education reforms”)，2006-01-23，香港，「信報」副刊，頁16。
鄧惠欣 (2006)：「母乳」(母語) 的迷茫與「礙語」(外語) 的迷思> (The plight of mother tongue and the phantasy of an alienated medium)，2006-01-10，香港，「成報」成報開咪，A17。
鄧惠欣 (2005)：被扭曲了的語言政策：誰是代罪羔羊？> (三之三) (A distorted Language Policy: Who is the scapegoat?) <3 of 3>，2005-12-26，香港，「成報」成報開咪，A15。
鄧惠欣 (2005)：被扭曲了的語言政策：誰在掛羊頭賣狗肉？> (三之二) (A distorted Language Policy: Who is playing the trick?) <2 of 3>，2005-12-22，香港，「成報」成報開咪，A15。
鄧惠欣 (2005)：被扭曲了的語言政策：製造鸚鵡的機器> (三之一) (A distorted Language Policy: a machine for producing parrots) <1 of 3>，2005-12-21，香港，「成報」成報開咪，A15。
鄧惠欣 (2005)：「教院」不得正名的是與非> (Right or wrong of not giving HKIEd a university title: The future of education in Hong Kong as constructed by leaders)，2005-12-08，香港，「成報」成報開咪，A16。
鄧惠欣 (2005)：「通識教育」的精神與教師專業發展> (The essence of Liberal Studies and teacher’s professional development)，2005-7-18，香港，「成報」成報開咪，A12。
鄧惠欣 (2005)：語言學習的秘訣：關懷、參與、溝通> (The panacea for language learning: care, participation, and dialogue)，2005-7-13，香港，「成報」成報開咪，A17。
鄧惠欣 (2005)：「通識科」的內在矛盾：不能預見和不可評估的知識> (The plight of the Liberal Studies as a subject: the unpredictability and incommensurability of its knowledge)，2005-7-6，香港，「成報」成報開咪，A15。
鄧惠欣 (2005)：語言的本質與語言政策的盲點> (The essence of language and the blind spot of the Medium of Instruction (MOI) policy in Hong Kong)，2005-6-27，香港，「成報」成報開咪。
鄧惠欣 (2005)：香港教學語言政策的盲點> (An ungrounded initiative: Hong Kong’s Medium of Instruction (MOI) policy)，2005-2-18，香港，「星島日報」教育評論。
鄧惠欣 (2002)：「腦震盪」與「腦便秘」之差> (The difference between brain storming and brain washing) ，2002-11-11，香港，「教協報」。
鄧惠欣 (2002)：優質教育的未來> (The future of Quality Education in Hong Kong)，2002-8-17，香港，「信報」「教育眼」。
鄧惠欣 (2002)：遊戲學習不預設效果> (The unpredictability of outcome in learning through games)，2002-6-24，香港，「教協報」。
鄧惠欣 (2002)：不「教」而「學」> (Learning without teaching)，2002-6-10，香港，「教協報」。
鄧惠欣 (2002)：溝通是關懷、重視和同感> (The constitutive elements of understanding: caring, respect, and empathy)，香港，「教協報」。
鄧惠欣 (2000)：‘從唐君毅的“相互依存說”看後現代教育問題’(The problems of education in the postmodern age: a perspective from Tang Junyi’s notion of interdependence ，「圃毅」，弘毅文化教育學會主編。
Papers presented at conferences
TANG Wai-yan Ronald (2006) A post-positivist way of seeing within a positivist paradigm: the possibility of reinventing teacher leadership in the discourse of ‘Liberal Studies’ in Hong Kong. Paper presented at the APERA Conference 2006, The Hong Kong Institute of Education, HKSAR, November, 28-30.
TANG Wai-yan Ronald (2006) The quality of Hong Kong’s education: a critical analysis. Paper presented at the APERA Conference 2006, The Hong Kong Institute of Education, HKSAR, November, 28-30.
TANG Wai-yan Ronald (2006) Organizational improvisation: an alternative way of conceptualizing partnership and teacher leadership that facilitates efficiency and accountability without the expense of ownership. Paper presented at the International Conference 2006: Preparing teachers for a changing context, The Institute of Education, University of London, May 3-6.
TANG Wai-yan Ronald (2005). Liberal studies and teacher professional development in Hong Kong: A conceptual analysis of its paradoxical dilemma. Paper presented at the「兩岸四地教育改革的實踐與反思」學術研討會, Macau University, Macau, May27-28.
TANG Wai-yan Ronald (2002). Teaching professionalism: The perspective of a performing artist and its implications for teacher education. Paper presented at the International Conference on Globalization: New Horizons and Educational Change, (HKERA), CUHK, China, Dec. 21-22.
TANG Wai-yan Ronald (2002). Project-based learning in a forking path and its implications for teacher education: A conceptual analysis. Paper presented at the International Conference on Globalization: New Horizons and Educational Change, (HKERA), CUHK, China, Dec. 21-22.
TANG Wai-yan Ronald (2000). Teaching profession, ‘quality’ education, and ‘value’-addedness: A philosophical analysis on ‘teaching quality value’ in Hong Kong. Paper presented at the International Conference on Values Education and Citizenship Education in the New Century, CUHK, Hong Kong, China, June 9-11.
TANG Wai-yan Ronald (2000) Beyond the Dichotomy of ‘Cognitive Mapping’ and ‘Fantastic Mesmerism’: repositioning teachers’ professionality. Paper presented at the American Educational Research Association (AERA) 2000 Conference: Creating Knowledge in the 21st Century – Insights From Multiple Perspectives, New OrleansLA, USA, April 24-28.