Keynote Speaker (1)
Professor Huk Yuen LAW
Department of Curriculum and Instruction
The Chinese University of Hong Kong
Introduction of Prof. Huk Yuen LAW
Prof.Law is an adjunct assistant professor in the Department of Curriculum and Instruction, Faculty of Education, The Chinese University of Hong Kong (CUHK). He held the positions of Master of Science Programme Director in Mathematics Education and B.Ed. Programme Coordinator in Mathematics and Mathematics Education until his official retirement from CUHK in 2015. His research interests include action research in education, communication in the teaching and learning of mathematics, values in mathematics education, character education and mathematics teacher education. Recently, he as an independent scholar has developed the MACS (Mathematics As Common Sense) Project and SIM (STEM In Mathematics) Project.
More than a decade ago, he decided to exploit his rich experiences of teaching secondary mathematics by becoming a university educator. He gained his PhD in education in 2009 at the University of East Anglia (Norwich, UK) under the supervision of Professors John Elliott and Elena Nardi. In 2004 at the CUHK, he developed a popular research course, Action Research in Education, and has subsequently been teaching this course. Each year, the course has attracted a wide range of participants from those working as educational practitioners across all sectors from kindergarten, primary, secondary and up to university. The course has also attracted people from beyond the educational circle, such as parents, who value the importance of education. He is the founder and Director of U.L.T.R.A. Academy since 2015 for providing consultant service to the educational community especially in the area of supporting teacher professional growth.
Professor Law’s work on ‘Mathematics in Daily Life’ was published in 1997 by the Hong Kong Educational Press and subsequently reprinted many times. More recent publications include ‘Think How to Teach and Think How to Learn: Reflecting on 13 Mathematics Education Lessons Through the Landscape of Reflective Dialogues’ (in Chinese) (2015) published by Hong Kong Association of Mathematics Education, in addition to co-authoring (with Hak Ping TAM, Xianhan HUANG and Yu-Jen LU) a book chapter on “Educational Systems and Mathematics Teacher Education Systems in Mainland China” in ‘How Chinese Acquire and Improve Mathematics Knowledge for Teaching’ edited by Li, Y. and Huang, R. (2018) published by Sense Publishers. He also serves as a member of Editorial Board for Global Education in the 21st Century Series.
Topic: Understanding As Myth: Developing Learner Agency for the 21st Century
Living in the 21st century requires every one of us to strive for a life-long learning in order to cope with all kinds of challenges facing us ahead. In terms of globalization impact and technological advances, the roots of the challenges that come from change, complexity, uncertainty and diversity force us to ask reflexively: “Do we really understand the world we are living in?” and “Do we understand our own self?” These two questions can be regarded as a signifier-and signified question pair which urges us to undergo a life project of inquiry for asking ourselves: In what way can we make meaning of what we have been doing in our life? Understanding itself is a ‘hard’ construct that defies a simple definition of what exactly we mean by ‘understanding’. In my doctoral inquiry, I have developed the notion ‘understanding as myth’ with which we as a learner can make self-assessment of what and how the ethical choices that we make determine our life trajectory. In this talk, I will delineate how our living myth enables us to develop the learner agency for creating meaning through action in order to make sense of what we have been experiencing in our life.
Keynote Speaker (2)
Professor Mizuno Norihito
Akita International University
Introduction of Prof. Mizuno Norihito
Mizuno Norihito is a Professor of the Global Studies Program (East Asian Studies) at Akita International University (AIU) in Akita, Japan. He graduated from Keio University in Tokyo, Japan and earned a Ph.D. In history at the Ohio State University. Prior to joining AIU in 2007, he taught at the Ohio State University and so on in the United States.He has worked on early modern and modern Japanese-East Asian relations and published articles on Sino-Japanese and Japanese-Taiwanese relations. His current research interests include Japan's policy toward China and Korea in the late 19th century, Japanese communities in China before 1945, and history disputes between Japan and its neighbors. His most recent publications include "Kampo in wartime Sino-Japanese relations: the Association of East Asian Medicine and the search for a tripartite medical partnership," in Science, Technology, and Medicine in the Modern Japanese Empire, “The Search for Educational Betterment in a Foreign Land: A Study of the North China Japanese Elementary School Principals’ Conference,” “An Attempt of Reconciliation over History: The Case of the 1871 Ryukyu Shipwreck Incident."
Topic: Japanese Overseas Education from a Comparative Perspective
This presentation discusses the continuous challenges which overseas Japanese schools have wrestled with since before the Second World War. Japanese overseas education started and developed in parallel with the county’s opening to the outside world and overseas expansion in the late nineteenth and early twentieth century. The expansion of overseas Japanese population strengthened demand for various kinds and levels of educational institutions for their children. As a result of the collapse of the Japanese empire in the Second World War, the Overseas Japanese communities and schools also expunged. However, the country’s economic miracle and resurgence as a great economy in the postwar power promoted overseas economic expansion and the increase of the Japanese population overseas again, and the number of Japanese schools simultaneously increased. Even after the collapse of the economic bubble reduced Japanese economy to long-term stagnation and decline in the early 1990s, the number of overseas Japanese residents and schools has never stopped increasing. By comparing the records of the North China Japanese Elementary School Principals’ Conference held irregularly in North China from the mid. The 1920s until the wartime period to those of the Japanese overseas school and the education ministry in recent years, this presentation argues that the postwar overseas education has been unable to overcome the problems which troubled the prewar overseas education.