Results | University of Saint Joseph Research Output

Correia, A., & Ribeiro, X. (2011). Panos, traje e moda em Angola: a linguagem política do corpo. In Lusofonia, Encruzilhadas Culturais, Actas da Conferência sobre Lusofonia. Saint Joseph Academic Press.

Saw, S.-H., & Ge, Y. (2014). Enhancing Educational Collaborations between China and SIngapore. In Advancing Singapore-China Economic Relations (p. 309). Institute of Southeast Asian Studies. https://bookshop.iseas.edu.sg/publication/1954

Ge, Y., & Ho, K. C. (2017). Intra-Asia higher education mobilities. In G. Liu-Farrer & B. S. A. Yeoh (Eds.), Routledge Handbook of Asian Migrations (1st ed., pp. 75–91). Routledge. https://doi.org/10.4324/9781315660493-5

Intra-Asian higher education mobility is a relatively new phenomenon in Asia and one triggered by the dynamic economic changes occurring in East Asia,

Beyong Mirrors: Research Pathways (CeiDE 2013-2017). (2018). In Attitudes and self-beliefs of ability towards mathematics and science and their effects on career choices: A case study with Macao-Chinese girls.

Education for justice-oriented and participatory citizenship in a politicized era in Hong Kong. (2018). In Handbook of Research on Education for Participative Citizenship and Global Prosperity. Hershey, PA.

Correia, A., Fernandes, C., & Maia, J. (2018). Attitudes and self-beliefs of ability towards mathematics and science and their effects on career choices: A case study with Macao-Chinese girls. In Beyong mirrors: Research pathways (CeiDE 2013-2017) (pp. 193–204). Edições Universitárias Lusófonas.

Ho, C.K.L. (2018). Aesthetic experiences with young children in Hong Kong. In J.M. Iorio and W. Parnell (Ed.), Meaning making in early childhood research: Pedagogies and the personal (pp. 71–84). Routledge.

Correia, A., & Tchiang, V. M. (2019). Principal perspectives. In Perspectives on Inclusion (pp. 13–31). University of Saint Joseph.

Correia, A. (2020). A figura feminina na ficção de Senna Fernandes: identidade, subalternidade e agência. In O Macaense. Identidade e cultura e quotidiano (pp. 51–62). Universidade Católica Portuguesa.

Fridani, L., & Ikegami, K. (2021). Challenges and Learning Strategy for young children with special needs during the pandemic in Indonesia. In Anthology Challenges in Management of Early Childhood Education during Pandemic. Policy Review, Curriculum, and Adaptation of Implementation Policy Research Centre Research Agency of Development and Book Ministry of Education, Culture, Research and Technology.

Agbenyega, J. S., Ikegami, K., & Rivalland, C. (2021). Soka Education Philosophy as a Foundation for Teacher Preparation in Creating Inclusive Education. In J. Goldan, J. Lambrecht, & T. Loreman (Eds.), International Perspectives on Inclusive Education (pp. 117–132). Emerald Publishing Limited. https://doi.org/10.1108/S1479-363620210000015010

Current global shifts in education towards inclusive early childhood education are deeply engineered by the crisis of educational exclusion. In responding to exclusion, teachers have mainly utilized dominant western theories to plan and implement inclusive teaching. In this chapter, we draw on a non-western philosophy, a Nichiren Buddhist (Soka) philosophy, to provide a ‘kaleidoscopic’ lens through which to create inclusive educational learning spaces that engender full participation of all children. The Soka education philosophy is a humanist concept which can guide teachers when preparing to create inclusive education. The aims of this chapter are threefold: The first is an exploration of the Nichiren Buddhist (Soka) philosophy. The second aim is to highlight how this philosophy can enable teachers to unleash the unlimited potential of children in inclusive learning settings. Thirdly, we argue that grounding early childhood teacher education in this philosophy can help improve the effectiveness of inclusive educational experience for all children.

Monteiro, E., & Forlin, C. (2021). Enhancing Teacher Education by Utilizing a Revised PGDE Curriculum as a Fundamental Resource for Inclusive Practices in Macao. In J. Goldan, J. Lambrecht, & T. Loreman (Eds.), International Perspectives on Inclusive Education (pp. 147–164). Emerald Publishing Limited. https://doi.org/10.1108/S1479-363620210000015012

Ng, S., & Kwan, Y. (2022). How Schools in Macau Create Intellectual Capital for Development. In Managing School Intellectual Capital for Strategic Development. Routledge.

This chapter describes how intellectual capital comprising human capital, structural capital, and relational capital are being created for school development and quality assurance in Macau. Macau has aimed to catch up with the global education reform by subsidising majorities of the non-tertiary sectors and promulgating Decree Laws regarding education policies and development. Despite the significance of the intangible assets of the intellectual capital, the chapter also attempts to analyse the issues and challenges towards the management of intellectual capital emerging simultaneously in the transition process in the educational context of Macau. It suggests capitalising on the accumulated school knowledge for school effectiveness. This chapter depicts the chronological development of Macau's education reform by analysing how Macau has attempted to emancipate its education institutions from the period of quasi-closed system to that of the open system by creating different types of intellectual capital in school. It discusses the emerging issues and challenges simultaneously in the transition process of educational development in Macau, namely before and after returning its sovereignty to the Chinese government.

Hu, X., Yelland, N., Leung, W. M. V., Liang, Y., Sun, C. R., & Graham, C. R. (2024). Integrating digital technologies during the COVID-19 kindergarten suspension period in Hong Kong. In Digital Technologies and Early Childhood in China: Policy and Practice. Information Age Publishing.

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