Publications:
Tsao, J., Hardy, I., & Lingard, B. (2018). Aspirational ambivalence of middle-class secondary students in Hong Kong. British Journal of Sociology of Education, 39(8), 1094–1110.
Aspirational Ambivalence of Hong Kong Youth
By Jack Tsao, Ian Hardy, Bob Lingard
About
This study explores how aspirational ambivalence among middle-class secondary students in non-elite English as Medium of Instruction (EMI) schools in Hong Kong is shaped by globalisation, neoliberalism, familial practices, and the symbolic power of English. Using Bourdieu’s theory of practice, Taylor’s concept of social imaginaries, and Appadurai’s capacity to aspire, the research highlights the anxieties and contradictions experienced by students as they navigate their futures.
Key findings and contributions:
- Students experienced aspirational ambivalence characterised by conflicting emotions about their futures, influenced by the pressures of competitive schooling, familial expectations, and the uncertainties of Hong Kong’s socio-political and economic climate.
- While English was viewed as essential for social mobility and global competitiveness, students felt their schooling inadequately prepared them to use English effectively beyond exams.
- The dominant neoliberal logic in Hong Kong fostered a culture of competitive anxiety, where aspirations were shaped by a mix of local and global imaginaries, but often limited by structural inequalities.
Implications for practice or policy:
- Schools should focus on improving students’ practical and communicative English skills, moving beyond exam-oriented practices, to better prepare them for global opportunities.
- Policymakers should consider reforms to reduce excessive academic pressure and foster more inclusive opportunities for students from diverse socioeconomic backgrounds, ensuring equitable pathways to success.