Dr ZHAO, Zhenzhou   趙振洲
Assistant Professor
Department of Curriculum and Instruction
Phone No: (852) 2948 8529
Fax No: (852) 2948 7563
Email: zhaozz@eduhk.hk
Contact
ORCiD
0000-0002-2703-6789
Phone
(852) 2948 8529
Fax
(852) 2948 7563
Email
zhaozz@eduhk.hk
Address
10 Lo Ping Road, Tai Po, New Territories, Hong Kong
Scopus ID
55788267600
Research Interest
  • Citizenship and diversity in the curriculum
  • Gender studies
  • Sociology of education


Teaching Interest

Curriculum studies;

Moral and citizenship education;

Education and social development

External Appointment

Editorial Board Member, Gender and Education (2018-present)

Editorial Board Member, Chinese Education and Society (2021-present)

International Advisory Board Member: British Journal of Religious Education (2021-present)

Editor, Cogent Education (2020-present)

Guest Editor, Citizenship Studies, the special issue of 'Reconsidering Chinese Citizenship: Cultural Roots and Cultural Reach' (With Zhonghuaguo and Canglong Wang, forthcoming)

Guest Editor, Social Transformations in Chinese Societies, the special issue of 'Beyond the state reach: Education and citizen-making in China' (with Canglong Wang, forthcoming).

Guest Editor, Chinese Education and Society, the special issue of 'A Cultural Perspective on China’s Citizenship' (with Chia Yeow-Tong, 2020), 53(1-2).

Guest Editor, Chinese Education and Society, the special issue of 'China’s Ethnic Dilemma: Ethnic Minority Education' (2010), 43(1).

Council Member, Hong Kong Sociological Association (2020-2022)

Committee Member, the Asia-Pacific Network for Moral Education (APNME) (2008-2011, 2014-2017)

Associate Member, China Studies Centre, The University of Sydney (2019-present)

Member, Chinese Association of Hong Kong & Macao Studies (2022-present)

Honorary Research Associate, the Wah Ching Centre of Research on Education in China, University of Hong Kong (2011-2013)


Other Activities

Zhao, Z. (2021). “「十四五」規劃與香港的教育發展.” (The PRC’s 14th Five-Year Plan and Hong Kong’s educational development), Sing Tao Daily (星島日報), September 8, 2021, A16. [in Chinese]

 

Zhao, Z. (2021). “公社科如何以香港視角看國家.” (A national perspective on Hong Kong in the subject of Citizenship and Social Development), Hong Kong Economic Journal (信報), August 5, 2021, A16. [in Chinese]

 

Zhao, Z. (2021). “「公民與社會發展科」裏的公民視角.” (The citizenship perspective in the subject of Citizenship and Social Development), Hong Kong Economic Journal (信報), August 3, 2021, A15. [in Chinese]

 

Zhao, Z. (2021). “配合大灣區建設 創建全新學科 ——訪香港教育大學“全球香港研究”碩士課程副主任趙振洲博士. ” Shenzhen Economic Daily (深圳商報), 24 March, 2021. http://duchuang.sznews.com/content/2021-03/24/content_24072770.html

 

Zhao, Z. (2021). “「被想像的」德育及國民教育科” (‘Imagined’ Moral and National Education), Hong Kong Economic Journal (信報), August 22, 2011, P 16. [in Chinese]

 

Zhao, Z. (2011). “香港建教育樞紐的三項策略” (Three Strategies for Hong Kong to Build a Regional Education Hub), Hong Kong Economic Journal (信報), May 16, 2011, P22. [in Chinese]


Zhao, Z. (2014). Invited speaker, “Religious Others, Schooling, and the Negotiation of Civic Identities: Interdisciplinary Symposium” organized Prof. Julia Eksner (Freie Universität, Germany) and Prof. Zvi Bekerman (Hebrew University of Jerusalem, Israel), Hannover, Germany, 25–28 June 2014. 


Zhao, Z. (2014). Invited speaker, the teacher-training workshop “Educational Issues in Hong Kong” organized by the Chinese State Ministry of Education, Northeast Normal University, Changchun, China.


Zhao, Z. (2011). Invited Speaker, “Multicultural Education in China: Integration, Adaptation, and Resistance” organized by Dr. James Leibold and Dr. Chen Yangbin (La Trobe University), Melbourne, Australia, September 2011.

 

Mok, K.H. and Zhao, Z. (2011). “香港教育樞紐的新挑戰”(New Challenges of Hong Kong as a Regional Education Hub), Wenhui Daily (文匯報), May 11, 2011, A18. [in Chinese]

 

Zhao, Z. (2011). “推德育及國民教育 獨立開課非最佳方式” (To Implement a Separate Subject is Not the Best Way for Moral and National Education), Sing Tao Daily (星島日報), April 2, 2011, A19. [in Chinese]

 

Zhao, Z. (2010). The French Student Uprising in 1968 and the “Post 80s” Generation in Hong Kong. Newsletter of Tianda Institute. May 26, 2010. [in Chinese]

 

Zhao, Z. (2007). “尊重理解,有的放矢” (Respect Adolescents’ Autonomy in Chasing Stars), China Education Newspaper (中國教育報). Oct. 22, 2007, P7. [in Chinese]


Personal Profile

Dr. Zhao is an Assistant Professor in the Department of Curriculum and Instruction at the Education University of Hong Kong. She received a bachelor’s degree from Beijing Normal University and a PhD from the University of Hong Kong. Prior to joining the Education University of Hong Kong in 2008, she taught at the School of Education, Beijing Normal University.

Dr. Zhao is interested in researching curriculum innovation and educational change from a citizenship perspective. She has won research grants from the Beijing Municipal Education Commission, the UNICEF, and the General Research Fund (GRF) of the Research Grants Council (RGC) of the Hong Kong Special Administrative Region. She is currently a co-investigator in a most recent research project funded by the Hong Kong SAR Government’s Policy and Innovation Coordination Office (PICO), Working in the Guangdong-Hong Kong-Macao Greater Bay Area: Hong Kong Science, Technology, Engineering and Mathematics (STEM) Undergraduates’ Intention and Concerns. 

Dr. Zhao is an editor of Cogent Education and a member of the International Advisory Board of the British Journal of Religious Education. She also serves on the editorial boards of Gender and Education and Chinese Education and Society.

Dr. Zhao is guest editor for a special issue of Social Transformations in Chinese Societies (2023), entitled Beyond the state reach: Education and citizen-making in China (with Canglong Wang). She also won the Special Issue Competition of Citizenship Studies in 2022 and was invited to guest edit another special issue, Reconsidering Chinese Citizenship: Cultural Roots and Cultural Reach (with Zhonghua Guo and Canglong Wang).



Research Interest

  • Citizenship and diversity in the curriculum
  • Gender studies
  • Sociology of education


Teaching Interest

Curriculum studies;

Moral and citizenship education;

Education and social development

External Appointment

Editorial Board Member, Gender and Education (2018-present)

Editorial Board Member, Chinese Education and Society (2021-present)

International Advisory Board Member: British Journal of Religious Education (2021-present)

Editor, Cogent Education (2020-present)

Guest Editor, Citizenship Studies, the special issue of 'Reconsidering Chinese Citizenship: Cultural Roots and Cultural Reach' (With Zhonghuaguo and Canglong Wang, forthcoming)

Guest Editor, Social Transformations in Chinese Societies, the special issue of 'Beyond the state reach: Education and citizen-making in China' (with Canglong Wang, forthcoming).

Guest Editor, Chinese Education and Society, the special issue of 'A Cultural Perspective on China’s Citizenship' (with Chia Yeow-Tong, 2020), 53(1-2).

Guest Editor, Chinese Education and Society, the special issue of 'China’s Ethnic Dilemma: Ethnic Minority Education' (2010), 43(1).

Council Member, Hong Kong Sociological Association (2020-2022)

Committee Member, the Asia-Pacific Network for Moral Education (APNME) (2008-2011, 2014-2017)

Associate Member, China Studies Centre, The University of Sydney (2019-present)

Member, Chinese Association of Hong Kong & Macao Studies (2022-present)

Honorary Research Associate, the Wah Ching Centre of Research on Education in China, University of Hong Kong (2011-2013)


Other Activities

Zhao, Z. (2021). “「十四五」規劃與香港的教育發展.” (The PRC’s 14th Five-Year Plan and Hong Kong’s educational development), Sing Tao Daily (星島日報), September 8, 2021, A16. [in Chinese]

 

Zhao, Z. (2021). “公社科如何以香港視角看國家.” (A national perspective on Hong Kong in the subject of Citizenship and Social Development), Hong Kong Economic Journal (信報), August 5, 2021, A16. [in Chinese]

 

Zhao, Z. (2021). “「公民與社會發展科」裏的公民視角.” (The citizenship perspective in the subject of Citizenship and Social Development), Hong Kong Economic Journal (信報), August 3, 2021, A15. [in Chinese]

 

Zhao, Z. (2021). “配合大灣區建設 創建全新學科 ——訪香港教育大學“全球香港研究”碩士課程副主任趙振洲博士. ” Shenzhen Economic Daily (深圳商報), 24 March, 2021. http://duchuang.sznews.com/content/2021-03/24/content_24072770.html

 

Zhao, Z. (2021). “「被想像的」德育及國民教育科” (‘Imagined’ Moral and National Education), Hong Kong Economic Journal (信報), August 22, 2011, P 16. [in Chinese]

 

Zhao, Z. (2011). “香港建教育樞紐的三項策略” (Three Strategies for Hong Kong to Build a Regional Education Hub), Hong Kong Economic Journal (信報), May 16, 2011, P22. [in Chinese]


Zhao, Z. (2014). Invited speaker, “Religious Others, Schooling, and the Negotiation of Civic Identities: Interdisciplinary Symposium” organized Prof. Julia Eksner (Freie Universität, Germany) and Prof. Zvi Bekerman (Hebrew University of Jerusalem, Israel), Hannover, Germany, 25–28 June 2014. 


Zhao, Z. (2014). Invited speaker, the teacher-training workshop “Educational Issues in Hong Kong” organized by the Chinese State Ministry of Education, Northeast Normal University, Changchun, China.


Zhao, Z. (2011). Invited Speaker, “Multicultural Education in China: Integration, Adaptation, and Resistance” organized by Dr. James Leibold and Dr. Chen Yangbin (La Trobe University), Melbourne, Australia, September 2011.

 

Mok, K.H. and Zhao, Z. (2011). “香港教育樞紐的新挑戰”(New Challenges of Hong Kong as a Regional Education Hub), Wenhui Daily (文匯報), May 11, 2011, A18. [in Chinese]

 

Zhao, Z. (2011). “推德育及國民教育 獨立開課非最佳方式” (To Implement a Separate Subject is Not the Best Way for Moral and National Education), Sing Tao Daily (星島日報), April 2, 2011, A19. [in Chinese]

 

Zhao, Z. (2010). The French Student Uprising in 1968 and the “Post 80s” Generation in Hong Kong. Newsletter of Tianda Institute. May 26, 2010. [in Chinese]

 

Zhao, Z. (2007). “尊重理解,有的放矢” (Respect Adolescents’ Autonomy in Chasing Stars), China Education Newspaper (中國教育報). Oct. 22, 2007, P7. [in Chinese]


Selected Output

Scholarly Books, Monographs and Chapters
Zhao, Z., Kennedy, Kerry J., and Xingxing Wang (2022). Civic belief systems in Chinese citizenship education. In Zhonghua Guo (Ed.), The Routledge Handbook of Chinese Citizenship (xx-xx). New York: Routledge
Nazim, A. H., Samina, N. and Zhao, Z. (2021). Multiculturalism in the Muslim world: A case of Pakistan. In Christine Halse and Kerry J. Kennedy (eds.), Multiculturalism in Turbulent Times. Asia-Europe Education Dialogue. (xx-xx). Abingdon, Oxon ; New York, NY: Routledge.
Tan, Chuanbao, Zhao, Zhenzhou and Lee, John Chi-Kin. (2021). Understanding Life Education in Mainland China: Views Through the Lens of Moral-Civic Education. In John Chi-Kin Lee, Stephen Yam-wing Yip, Raymond Ho-Man Kong (eds.),, Life and Moral Education in Greater China. Routledge Series on Life and Values Education. (xx-xx). Abingdon, Oxon: Routledge
Zhao, Z.Z. and Nazim, A.N. (2020). Religious education in China: Religious diversity and citizenship building. In Kerry J. Kennedy, John Chi-Kin Lee (Eds.), Religious Education in Asia: Spiritual Diversity in Globalized Time (XX-XX). New York: Routledge.
Zhao, Z. (2018). Moral and Civic Education. In Kerry J. Kennedy and John Chi-Kin Lee (Eds.), Routledge International Handbook of Schools and Schooling in Asia (xx-xx). Abingdon: Abingdon: Routledge
Zhao, Z. (2016). “批判性思維與‘好’公民:中國與澳大利亞課程大綱的比較研究”. 輯於檀传宝和默里∙普云特主編, 《培育好公民———中外公民教育比较研究》 (184-201). 中國: 浙江教育出版社
Zhao, Z.Z. (2015). Being Good but Critical Citizens: A Comparison of Citizenship Curriculum in China and Australia. In Murray Print, & Chuanbao Tan (Eds.), Educating "Good" Citizens in a Globalising World for the Twenty-First Century (177-192). The Netherlands: Sense Publishers
Kennedy, K. J., Li, H., & Zhao, Z.Z. (2015). Theorizing Citizenship as Discursive Practice: Chinese Students Talk about Citizenship. In Zhonghua Guo and Sujian Guo (Eds.), Theorizing Chinese Citizenship (191-208). Lanham, Maryland: Lexington Books
Kennedy, K.J., Fairbrother, G.P., & Zhao, Z. (2014). Understanding Citizenship Education in China: Multiple Perspectives. In K.J. Kennedy, G.P. Fairbrother, & Z. Zhao, Citizenship Education in China: Preparing Citizens for the "Chinese Century" (222-234). London: Routledge
Zhao, Z.Z. (2014). The Trilingual Trap: “Imagined” Empowerment among Ethnic Mongols in China. In J. Leibold, & Y. Chen (Eds.), Minority education in China: balancing unity and diversity in an era of critical pluralism (239-258). Hong Kong: Hong Kong University Press
Zhao, Z.Z. (2014). Volunteer Development in Chinese Universities. In K.J. Kennedy, G.P. Fairbrother, and Z. Zhao (Eds.), Citizenship Education in China: Preparing Citizens for the "Chinese Century" (208-221). New York & London: Routledge
Kennedy, K.J., Fairbrother, G.P., & Zhao, Z. (Eds.) (2014). Citizenship Education in China: Preparing Citizens for the “Chinese Century” . London: Routledge
Zhao, Z.Z. (2012). China, Educational Equality for Ethnic Women. In J. A. Banks (Ed.), Encyclopedia of Diversity in Education (335-339). Oaks, CA: Sage Publications
趙振洲 (2011)。 “中國港澳臺地區公民教育經驗研究”(Citizenship Education in Hong Kong, Taiwan and Macau)。輯於檀传宝編, 《公民教育引論:國際經驗,歷史變遷與中國公民教育的選擇》(Conspectus of Citizenship Education: International Experience, Historical Transition and China’s Choice) (頁387-408)。北京: 人民出版社
Zhao, Z.Z. (2011). Multiculturalism in China: Conflicting Discourses in Universities. In JoAnn Phillion, Ming Tak Hue and Yuxiang Wang (Eds.), Minority Students in East Asia: Government Policies, School Practices and Teacher Response (pp. 48-64). New York and London: Routledge Press
趙振洲 (2010)。 《现代西方道德教育策略研究》(Strategies of Moral Education in Contemporary Western Society)。濟南: 山東人民出版社
Zhao, Z.Z. (2010). China’s Mongols at University:Contesting Cultural Recognition . Lanham, Md.: Lexington Press.
Zhao, Z., & Fairbrother, G. P. (2010). Pedagogies of cultural integration in Chinese citizenship education. In K. J. Kennedy, W. O. Lee, & D. L. Grossman (Eds.), Citizenship Education Pedagogies in Asia and the Pacific (37-52). Dordrecht, Netherlands: Springer
Zhao, Z.Z. (2009). A 2007 Summary of the Education System in Hong Kong (Volume 1). In Yang Dongping (Ed.), China Educational Development Yearbook (pp. 309-320). Leiden; Boston: Brill
趙振洲 (2009)。 婦女地位 (Women’s Status)。辑於羅金義, 鄭宇碩編, 《變與常:中國改革開放30年》(A Volume on 30 Years’ Reform in China: Change and Stability) (頁303-312)。香港: 香港城市大學出版社
Zhao, Z.Z. (2007). Schooling in China. In Gerard A. Postiglione and Jason Tan (Eds.), Going to School in East Asia (pp. 61-85). Westport, Conn.: Greenwood Press
Zhao, Z.Z. and Tan, C.B. (2007). Citizenship Education in Mainland China at a Crossroads. In Charlene Tan and Kim-chong Chong (Eds.), Critical Perspectives on Values Education in Asia (pp. 124-137). Singapore: Pearson Prentice Hall
郭力力、趙振洲 (2004)。 儿童 性别 语文教材(Children, Gender, and Language Teaching Materials)。輯於史靜寰編, 《走進教材與教學的性別世界》(Entrance into the Gender World of Teaching Materials and Practice) (頁276-287)。北京: 教育科學出版社

Journal Publications
Zhao, Z.Z. (2021). Narrating belief in China: a comparison of the school curriculum and students’ perceptions. Journal of Beliefs & Values: Studies in Religion & Education. ifirst, https://doi.org/10.1080/13617672.2020.1799153, 42(2), 177-189
Zhao, Z.Z. (2021). Making Sense of Religion: A Qualitative Inquiry into Students’ Conceptions of Religion in Two Chinese Regions. British Journal of Religious Education. DOI: 10.1080/01416200.2021.1873105, xx, x-x
Zhao, Z. Z. and Sun, Y. (2020). Revisiting religious higher education in China: comparative analysis of Furen University narratives. The Asia Pacific Education Review https://doi.org/10.1007/s12564-020-09645-x, 21, 629-638
Zhao, Z.Z. (2020). Religious façade of ‘the Chinese nation’ in China’s school curriculum. Discourse: Studies in the Cultural Politics of Education. ifirst, https://doi.org/10.1080/01596306.2020.1830031, xx, x-x
Zhao, Z.Z. (2020). The religious world in Chinese social studies textbooks . British Journal of Religious Education, 42(2), 214-223
Gardelle, L. & Zhao, Z.Z. (2019). Being a herder in contemporary Mongolia: Nomadic identity and nationhood building at school. Asian Ethnicity, 20(3), 364-385
Zhao, Zhenzhou & Fairbrother, Gregory P. (2018). Religiosity and Citizenship Values in Chinese Language Textbooks. Citizenship Teaching and Learning, 13(2), 227-239
Zhao, Z.Z. (2018). Knowledge and power: the interface between religion and education in China . Cambridge Journal of Education (Doi: 10.1080/0305764X.2016.1256950), 48(2), 141-156
Zhao, Z.Z. (2017). Religion and the Cultivation of Citizenship in Chinese Higher Education. Higher Education, DOI: 10.1007/s10734-016-0069-x, 74(6), 635-649
Fairbrother, G. P. & Zhao, Z. (2016). Paternalism, National Citizenship, and Religiosity in Chinese State Legitimation Discourse. Journal of Chinese Political Science, 21(4), xx-xx
Zhao, Z.Z., Zhu, Z. Y., & Ruan, L. Y. (2016). Configuration of the Teacher–State Relationship:The Shanghai Experience [Special issue] . Frontiers of Education in China, 11(3), 322-337
Zhao, Z.Z. (2015). Review of 'Educational Policy Innovations: Levelling Up and Sustaining Educational Achievement'(by Sing Kong Lee, Wing On Lee, and Ee Ling Low).. Frontiers of Education in China, 10(4), 660-663
Deng, M., & Zhao, Z. (2014). The Education System in Shanghai: Negotiating the Nature of Education Special issue] . The Asia Pacific Education Researcher, 23(4), 805-812
Zhao, Z.Z. (2014). The teacher–state relationship in China: an exploration of homeroom teachers’ experiences. International Studies in Sociology of Education, 24(2), 148-164
Zhao, Z.Z. (2014). Pedagogisation of nation identity through textbook narratives in China: 1902-1948. Citizenship Studies, 18(1), 99-112
Zhao, Z.Z. (2014). Review of 'Global citizenship and the university: Advancing social life and relations in an interdependent world' (by Robert A. Rhoads and Katalin Szelényi). . Frontiers of Education in China, 9(1), 141-144
Zhao, Z.Z. (2013). Being a Critical Citizen: A Comparative Perspective on Australia and China. Curriculum Perspectives, 33(1), 90-93
Zhao, Z.Z. (2013). The Shaping of Citizenship Education in China. Frontiers of Education in China, 8(1), 103-120
Zhao, Z.Z. (2011). A Matter of Money?: Policy Analysis of Rural Boarding Schools in China. Education Citizenship and Social Justice, 6(3), 237-250
Zhao, Z.Z. (2011). Empowerment in a Socialist Egalitarian Agenda: Minority Women in China’s Higher Education System. Gender and Education, 21(4), 353-370
Zhao, Z.Z., & Postiglione, G. A. (2010). Representations of Ethnic Minorities in China’s University Media. Discourse: Studies in the Cultural Politics of Education, 31(3), 319-334
Zhao, Z.Z. (2010). Practices of Citizenship Rights among Minority Students at Chinese Universities. Cambridge Journal of Education, 40(2), 131-144
Zhao, Z.Z. (2010). Trilingual Education for Ethnic Minorities: Toward Empowerment? . Chinese Education and Society, 43(1), 70-81
Zhao, Z. Z. (2010). Guest Editor’s Introduction: China’s Ethnic Dilemma: Ethnic Minority Education. Chinese Education and Society, 43(1), 3-11
趙振洲 (2009)。 中國大陸對公民教育的詮釋(Conceptualization of Citizenship Education in the Chinese Mainland)Education Journal 《教育學報》(香港)37 (1–2),頁57-69
Zhao, Z.Z.,& Postiglione, G.A. (2008). Making Globalization Work for Chinese Higher Education by Building Bridges between Internationalization and Multiculturalism. Asian Ethnicity, 9(2), 133-150
趙振洲 (2008)。 透視香港學生自願者的培養機制(The Development of Student Volunteers in Hong Kong)少年兒童研究第12期,頁20-23
何雲峰、趙振洲 (2007)。 行走學校,能走多遠? (Boot Camps: How Far Can They Go?)上海師範大學學報(基礎教育版)第4期,頁1-5
趙振洲 (2007)。 隔岸對唱:近二十年關於中國大陸德育討論本土與國際焦點之對比(A Comparison between the Internal and International Debates over Moral Education in Mainland China during the Past Two Decades)教育學報第4期,57-62
Zhao, Z.Z. (2007). Ethnic Mongol Students and Cultural Recognition: Case Studies of Three Chinese Universities. Chinese Education and Society, 40 (2), 26-37
趙振洲 (2006)。 女性主義方法論及對教育研究的應用(Feminist Methodology and Its Application in Education Research)教育研究與實驗1006 (1),頁9-14
Zhao, Z.Z., & Postiglione, G.A. (2005). Ethnic Identity at University: Mongolian Students in Beijing. 《神州交流》(Chinese Cross Currents), 2 (3), 77-89
鄧猛、趙振洲 (2005)。 教育科學研究方法與寫作基本規範的思考(Reflections on Methods and Publication Rules in Education Research)教育研究與實驗第1期,頁1-6
Guo, L.L., & Zhao, Z.Z. (2002). Children, Gender, and Language Teaching Materials. Chinese Education and Society, 35 (5), 34-52

Conference Papers
Fairbrother, G. P. and Zhao, Z. (2016, 4). Paternalism and Religiosity in Chinese State Legitimation Discourse. Paper presented at the Workshop on Citizenship Identity Theory and Practice, Sun Yat-sen University, Guangzhou, China

Creative and Literary Works, Consulting Reports and Case Studies
張莉莉、张学文、趙振洲等翻譯 (2003)。 教育研究導論 (Introduction to Educational Research, 3rd ed., by C.M. Charles)。北京: 中國輕工業出版社

All Other Outputs
Yeow-Tong Chia, & Zhao, Zhenzhou (2020). Guest Editorial: Citizenship and Education in China: Contexts, Perspectives, and Understandings. Chinese Education & Society (special issue)
Zhao, Z.Z. (2012)。 國民教育無罪,如何教才關鍵(Pedagogical issues in 'national education')。經濟日報 (Hong Kong Economic Times), July 27, 2012, A23.
趙振洲 (2011)。 「被想像的」德育及國民教育科('Imagined’ Moral and National Education), 信報財經新聞 (Hong Kong Economic Journal), 8月22日, P16.
趙振洲 (2011)。 香港建教育樞紐的三項策略(Three Strategies for Hong Kong to Build a Regional Education Hub), 信報財經新聞(Hong Kong Economic Journal), 5月6日, P22.
趙振洲 (2011)。 推德育及國民教育,獨立開課非最佳方式(To Implement a Separate Subject is Not the Best Way for Moral and National Education), 星島日報(Sing Tao Daily), 4月2日, A19.
趙振洲 (2010)。 從法國五月風暴看香港的八十后青年運動 ( The French Student Uprising in 1968 and the “Post 80s” Generation in Hong Kong),天大報告(港澳觀察),5月26日
Zhao, Z.Z. (2010). Chinese Education and Society. 43 (1)
趙振洲 (2009)。 建国以来中国女性地位的变迁——从宣传画看中国妇女形象嬗变 (Changes in Images of Women in China’s Propaganda Posters since 1949),《炎黄纵横》,(5),頁12-14, 24
趙振洲 (2007)。 尊重理解,有的放矢(Respect Adolescents’ Autonomy in Chasing Stars),中國教育報(China Education Newspaper),10月22日,P7.

Project

The Reconstruction of a Marxist-centred Belief System in Chinese State Education
..
Project Start Year: 2021, Principal Investigator(s): ZHAO, Zhenzhou 趙振洲
 
Flourishing religion among students in a multi-ethnic China: Implications for citizenship values
The concept of ‘religion’ was imported to China from the West in the late nineteenth century and has since been closely intertwined with the construction of the Chinese nation-state. Nonetheless, the representation of religion in education and its role in shaping loyalty to the nation remain a mystery. China has witnessed a widespread religious resurgence and religion continues to play an increasingly prominent role in public life. This is especially obvious in higher education settings, where students often show a strong interest in exploring different religious beliefs. However, the question remains as to how the growing religious forces and values are received by the new generation of Chinese citizens who are exposed to the various ideologies of the post-Mao era. A number of Chinese studies have reported the complicated religious beliefs and multiple motivations among the university student population. However, two basic questions remain unanswered: what are students taught about religiosity in the curriculum before they attend the university, and what role do students think religiosity plays in building a modern, ethno-culturally diverse China?
In this study, we aim to explore how religiosity is represented and interwoven in the construction of diversity and national unity in China’s state-run education system.

Project Start Year: 2016, Principal Investigator(s): ZHAO, Zhenzhou 趙振洲
 
Chinese Civics and Citizenship Education Study (CCCS): Mainland Chinese Students' Attitudes to Citizenship Values and Responsibilities
This project will analyze the quantitative data that has been collected from an adapted version of the instrument used in the International Civics and Citizenship Education Study (ICCS) 2009, as well as to collect and analyze qualitative data from a focus group interviews with 10 mainland Chinese students with an aim of understanding their views on citizenship values and attitudes and better understanding the quantitative data. Its purpose is to develop a better understanding of the way young people in China think about citizenship, to develop models of citizenship attitudes and behavior and to provide a point of comparison for students from other countries and education systems.
Project Start Year: 2015, Principal Investigator(s): CHONG, King Man Eric 莊璟珉 (ZHAO, Zhenzhou 趙振洲 as Co-Investigator)
 
Teaching Enhancement Initiatives Fund - Department of Social Sciences
e-Learning
Project Start Year: 2014, Principal Investigator(s): CHAN, Kit Wa Anita 陳潔華, CHONG, King Man Eric 莊璟珉, HO, Ka Ki Lawrence 何家騏, HUNG, Chung Fun Steven 洪松勳, LAU SHU WAI, CARL 劉樹偉, LEE, Man Yee Karen 李敏儀, ZHAO, Zhenzhou 趙振洲
 
Higher Educational Contexts and University Students' Religious Beliefs
This proposed project will make an attempt to understand the attitudes of agents of the state toward religion in China’s higher education arena, including the state media, textbooks and teachers. The objective is to answer the research questions: (1) What messages do the state and universities transmit to students on religious beliefs? and (2) How do university academic and administrative staff think of students’ embracement of religions?
Project Start Year: 2012, Principal Investigator(s): ZHAO, Zhenzhou 趙振洲
 
Civil Engagement through Religion among Chinese University Students
The proposed project aims to explore whether and how university students' embracement of religions relates to civic engagement in China.
Project Start Year: 2012, Principal Investigator(s): ZHAO, Zhenzhou 趙振洲
 
State Legitimacy Claims in Chinese Citizenship Education, 1912-2008
This research aims to answer the question of how Chinese governments from 1912 to 2008 have used the citizenship education curriculum to present their claims to legitimacy to youth, as future citizens, in an attempt to cultivates’ support for the state. It starts from the assertion that the content of the citizenship education curriculum in China has embodied the claims to legitimacy of the pre-1949 and post-1949 states, in the interest of cultivating youth who support the state and nation and are motivated to make contributions to their nation’s development.
Project Start Year: 2009, Principal Investigator(s): FAIRBROTHER Gregory Paul (ZHAO Zhenzhou as Co-Investigator)