Author Biography

Zheng Zhang, PhD, is an assistant professor, Faculty of Education, Western University, London, Ontario, Canada. Her research interests include academic writing in English, pedagogy of multiliteracies in culturally and linguistically diverse contexts, and curricular studies of international education and transnational education. ORCID ID: https://orcid.org/0000-0002-5794-0664. Email: zzhan58@uwo.ca

Sally Wai-Yan Wan, EdD, is a professional consultant at the Department of Curriculum and Instruction, Faculty of Education, The Chinese University of Hong Kong. Her research interests include teacher education and development, curriculum and pedagogical design, and educational leadership. Recent publications have explored teacher leadership, teaching beliefs, and pedagogical practices of differentiated instruction. ORCID ID: http://orcid.org/0000-0002-8389-6513 Email: sallywywan@cuhk.edu.hk

Lai Ha Chan is a PhD candidate in the School of Curriculum and Pedagogy, Faculty of Education and Social Work, University of Auckland, New Zealand. Her research interests are in the field of early childhood education, in particular, play-based pedagogy, teachers’ beliefs, and interprofessional collaboration. Currently, she is interested in the application of cultural- historical activity theory (CHAT) in researching ECE practice. Email: hailey.chan@auckland.ac.nz

Pui-Ying Lorelei Kwan is an independent researcher. She is an experienced teacher in a through-train school in Hong Kong. Email: loreleikwan@gmail.com

Lai-Ling Sandy Tam is currently a MEd student at the Department of Education Studies, Hong Kong Baptist University (Hong Kong). She is an experienced teacher in a primary school in Hong Kong. Email: lailingtam@gmail.com

Eunice Wai-Po Wan is currently an EdD candidate in Lifelong Education at The University of Nottingham (UK). Her research is focused on teacher curriculum leadership. She is an experienced teacher in a Hong Kong school. Email: eunicewpwan2012@gmail.com


Responding to a recent call for turning a focus on advancing practices in curriculum studies, this paper reports collective memory work that disrupted academics’ hegemonic voices in School-Based Curriculum Development (SBCD) studies and elicited teachers’ stories about their school-based curriculum development (SBCD) practices. With post-colonialism as the theoretical underpinning, we explored how the Western-centric construct of SBCD was recontextualized in various Hong Kong school contexts. Findings revealed teachers’ struggles with hegemonic discourses that constrained their autonomy in SBCD projects to benefit diverse learners, such as the accountability mechanism, linguistic imperialism, Western-centrism, and top-down curriculum decision-making. Situated in the local realities of Hong Kong schooling, teachers’ SBCD projects also illuminate productive, hybrid spaces where new forms of knowledge, identity, and culture come into being.