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Abstract

This essay contains my reflections of working in a number of teaching and learning projects in the last decade at The Chinese University of Hong Kong. Our research confirms that the principles that inform scholarly teaching and learning, that are generally considered universal, also apply in a Hong Kong Chinese context. However, the implementation of those principles is subtly different. It is the nuance in the details about how these principles are enacted in practice that I will explore by considering how the concept of ‘face’ plays out in designing for learning and looking for evidence that such designs are effective.

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