"The authors present a very engaging place based study in Hong Kong, capturing the dynamics, and projective elements of change in the geography curriculum. Education, and specifically geography education, research from Hong Kong has in the past and continues in the present to generate the most forward looking theoretical and conceptual positions on learning, teaching and curriculum development. The book represents an addition to that well established research tradition. The authors have demonstrated knowledge, experience and initiative regarding education in Hong Kong. They have also successfully presented empirical research on the professional roles and perceptions of teachers with a view to societal expectations for the 21st century. The research discusses empirical evidence regarding five conceptions of geography as a school subject: 1) Transmission of geographical knowledge; 2) Preparation for examination; 3) Development of intellect; 4) Cultivation of values and attitudes; and 5) Fostering of interactions between students and teachers.
While the challenges presented by a changing educational curriculum are great, the larger message in the book addresses the need to prepare individuals to learn throughout their lives. Well reasoned qualitative research methods have enabled the author team to delve into the meaning that teachers hold for geography content, their students, and learning. Carefully documented interviews, analysis procedures, and construction of meaning from qualitative information make the book a prime example of research methodology." – Joseph P. Stoltman, Professor of Geography and Science Education, The Western Michigan University, Kalamazoo, MI USA
