Dr ZHAO, Zhenzhou    趙振洲 博士
Assistant Professor
Department of Curriculum and Instruction
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 Interests
  • Citizenship and diversity in the curriculum
  • Gender studies
  • Sociology of education


Teaching Interests

Curriculum studies;

Moral and citizenship education;

Education and social development

External Appointments

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 Z. Guo and C. Wang, 2023)

Guest Editor, Social Transformations in Chinese Societies, the special issue of 'Beyond the state reach: Education and citizen-making in China' (with C. Wang, 2023).

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).

Reviewer, The American Educational Research Association (2023)

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

Committee Member, the Asia-Pacific Network for Moral Education (APNME) (2008-2011, 2014-2017, 2022-present)

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 Interests

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


Teaching Interests

Curriculum studies;

Moral and citizenship education;

Education and social development

External Appointments

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 Z. Guo and C. Wang, 2023)

Guest Editor, Social Transformations in Chinese Societies, the special issue of 'Beyond the state reach: Education and citizen-making in China' (with C. Wang, 2023).

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).

Reviewer, The American Educational Research Association (2023)

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

Committee Member, the Asia-Pacific Network for Moral Education (APNME) (2008-2011, 2014-2017, 2022-present)

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]


Research Outputs

Scholarly Books, Monographs and Chapters
Chia, Y.-T. and Zhao, Z. (2023). (Eds.) Citizenship and Education in Contemporary China: Contexts, Perspectives, and Understandings. London and New York: Routledge.
Chia, Y.-T. and Zhao, Z. (2023). Citizenship and Education: Chinese Context and Conceptualisations. In Chia, Y.-T. and Zhao, Z. (Eds.), Citizenship and Education in Contemporary China: Contexts, Perspectives, and Understandings (pp. 1-6). London and New York: Routledge..
Zhao, Z. (2023). Religious Façade of ‘the Chinese Nation’ in China’s School Curriculum. In Chia, Y.-T. and Zhao, Z. (Eds.), Citizenship and Education in Contemporary China: Contexts, Perspectives, and Understandings (pp. 68-80). London and New York: Routledge..
Zhao, Z., Kennedy, K. J., and Wang, X. (2022). Civic belief systems in Chinese citizenship education. In Zhonghua Guo (Ed.), The Routledge Handbook of Chinese Citizenship (pp. 365-375). 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。
Zhang, L.L., Zhang, X.W., Zhao, Z. and others. (2003). 教育研究導論 (translation of Introduction to Educational Research, 3rd ed., by C.M. Charles). 北京: 中國輕工業出版社.

Journal Publications
Zhao, Z. (2023). What does the ideal citizen look like in China’s new era? A bottom-up view. Citizenship Studies, 27(6), 744-760. https://doi.org/10.1080/13621025.2023.2287828
Zhao, Z., Wang, C., & Guo, Z. (2023). Introduction: Reconsidering Chinese citizenship: cultural roots and cultural reach. Citizenship Studies, 27(6), 623-636. https://doi.org/10.1080/13621025.2023.2287820
Yu, T. and Zhao, Z. (2023). Confucianism in multicultural China: ‘official knowledge’ vs marginalised views. Comparative Education, xx-xx, xx-xx. https://doi.org/10.1080/03050068.2023.2273641
Zhao, Z. & Lee, C. K. J. (2023). The meaning of life in China’s civics curriculum: A comparative historical study on worldview construction. Journal of Moral Education, xx, xx. https://doi.org/10.1080/03057240.2023.2258288
Zhao, Z. and Wang, C. (2023). (Introduction) Beyond the state’s reach? Education and citizen making in China. Social Transformations in Chinese Societies, 19(2), 73-83. https://doi.org/10.1108/STICS-07-2022-0013
Zhao, Z. and Wang, C. (guest editing) (2023). Special issue: Beyond the state reach? Education and citizen-making in China. Social Transformations in Chinese Societies, xx, xx.
Zhao, Z., Kennedy, K. J., and Wang, X. (2023). Teaching national identity in post-handover Hong Kong: Pedagogical discourse and recontextualisation in the curriculum. Citizenship Teaching & Learning, xx, xx.
Zhao, Z. (2022). Religious façade of ‘the Chinese nation’ in China’s school curriculum. Discourse: Studies in the Cultural Politics of Education, 43(2), 295-307. https://doi.org/10.1080/01596306.2020.1830031
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.
Yeow-Tong Chia, & Zhao, Zhenzhou (2020). Guest Editorial: Citizenship and Education in China: Contexts, Perspectives, and Understandings. Chinese Education & Society (special issue), 53(1-2), 1-2.
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), 417-434. https://doi.org/10.1007/s11366-016-9435-x
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
Zhao, Z. (2023, June). Cosmopolitanism and Marxism in China’s New-era Education. Paper presented at the 17th Annual Conference of the Asia-Pacific Network for Moral Education (APNME), Joetsu University of Education, Japan..
Zhao, Z. and Lee, J.C-K (2023). Regulating Life in China’s Civics Curriculum: A Comparative Historical Study on Worldview Construction. Paper presented on the 24th Annual Children’s Identity Citizenship European Association (CiCea) / 2nd CitEdEV Conference on “Strengthening Citizenship Education in Times of Conflict”, Universidad Autónoma de Madrid,
Zhao, Z. (2022, October). Traditional culture and education for citizenship in the Xi Jinping era. Paper presented at 2022 Annual Conference of the Asian Qualitative inquiry Association, South Korea.
Zhao, Z., Kenned, K. J., Wang, X. (2021, July). Civic belief systems in Chinese citizenship education. Paper presented at the 16th Annual Conference of the Asia-Pacific Network for Moral Education (APNME), Taiwan..
Zhao, Z. (2017, June). Religiosity and citizenship in China’s school curriculum. Paper presented at The 13th CitizED International Conference: Global citizenship and youth work: educational meanings, possibilities and practices, Korea National Sport University, Seoul, Korea., Korea.
Zhao, Z. (2016, July). Religion and citizenship in China’s moral-political education. Paper presented at The 12th CitizED International Conference, the University of Birmingham, UK., UK.
Fairbrother, G. P. and Zhao, Z. (2016, April). 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..
Zhao, Z. (2015, June). Critical citizenship in China and Australia: A comparative study on the curriculum guidelines. Paper presented at the Redesigning Pedagogy: Leaders, Values and Citizenship in 21st Century Education, held in conjunction with 11th International CitizED Conference and the Arts, Humanities and Literature Conference 2015: Redesigning pedagogy: Leaders, values and citizenship in 21st century education, Nanyang Technological University, Singapore..
Zhao, Z., Li, L., & Kennedy, K. J. (2015, June). Paths to citizenship: An agenda for cross-society investigations.. Paper presented at the joint conference of 11th International CitizED Conference and the Arts, Humanities and Literature Conference 2015: Redesigning pedagogy: Leaders, values and citizenship in 21st century education. Nanyang Technological University, Singapore.
Zhao, Z. (2014, July). Educational Issues in Hong Kong. Invited Speech presented at the teacher-training workshop held by the Chinese State Ministry of Education, Northeast Normal University, Changchun, China.
Zhao, Z. (2014, June). When religion meets Marxism: How can the Chinese university students reconcile with each other?. Invited speech presented at 'Religious Others, Schooling, and the Negotiation of Civic Identities: Interdisciplinary Symposium', Hannover, Germany.
Zhao, Z. (2013, June). Teacher-state relations in China: An exploration of class teachers’ experiences. Paper presented at The Asia-Pacific Network for Moral Education Eighth Annual Conference: Learning from Diversity and Commonality: Ways Forward for Moral Education in the Asia-Pacific, Yogyakarta State University, Yogyakarta,, Indonesia..
Zhao, Z. (2013, March). Forging national identity in modern China: A study of political education textbooks. Paper presented at the 57th Annual Conference of the Comparative and International Education Society: Educational quality: Global imperatives and contested visions, New Orleans,, the United States..
Zhao, Z. (2011, September). he Trilingual Trap: “Imagined” Empowerment among Ethnic Mongols in China. Paper presented on 'Multicultural Education in China: Integration, Adaptation, and Resistance', La Trobe University, Melbourne, Australia.

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
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.。

Projects

Non-Chinese Students' Learning of Chinese Citizenship in Hong Kong Schools
The purposes of this study are to analyse the curriculum resources of the Citizenship and Social Development (CSD) subject through the lens of citizenship and to with a focus on the learning experiences of ethnic minority students. We intend to understand the discourse on citizenship as reflected in the newly introduced subject of CSD in terms of its approach towards the issues of social and educational inclusion of minorities; and the learning experiences of non-Chinese students.
Project Start Year: 2023, Principal Investigator(s): ZHAO, Zhenzhou
 
Strengthening Students' Engagement with the Greater Bay Area (GBA): Learning Good Experiences in the Promotion of Life and Values Education (LVE) by GBA Partners, FEHD Innovative Teaching Grant 2022/23
To understand the good practices of promotion of LVE in GBA through the development of a learning programme with the partner school(s);
To develop lesson plans for HK schools in LVE through marking references from the L&T resources collected from the GBA partner school(s).

Project Start Year: 2023, Principal Investigator(s): KONG, Ho Man Raymond (ZHAO, Zhenzhou as Co-Principal Investigator)
 
Working in the Guangdong-Hong Kong-Macao Greater Bay Area: Hong Kong Science, Technology, Engineering and Mathematics (STEM) Undergraduates' Intention and Concerns
The Greater Bay Area Youth Employment Scheme (YES) was announced in the Chief Executive’s 2020 Policy Address, which aims to support the cross-border companies recruiting fresh local graduates to work in other cities of the Greater Bay Area (GBA). Different from other schemes, the YES spares the considerable quotation for Innovation & Technology (I&T) talent and sets up a specific higher salary standard. To date, the major strategy adopted in this scheme is to provide subsidy to companies. The intention of Hong Kong STEM graduates will be a crucial condition for the success of this scheme and other similar schemes in the future. Therefore, it is compelling to investigate their intention to work in I&T companies in the GBA and the influencing factors.
Based on the well-established Theory of Planned Behaviour, this project will conduct in-depth interviews and a large-scale survey to explore the intention of STEM undergraduates to work in I&T companies in the GBA and the major factors influencing their intention. The interviews will be conducted with STEM undergraduates, university career consultants, STEM academics, and Hong Kong I&T professionals working in GBA. Stratified sampling will be adopted to identify approximately 700 STEM undergraduates to complete the survey. This study will systematically reveal the following: (i) the status of STEM undergraduates’ intention to work in the GBA; (ii) the major factors that influence the undergraduates’ intentions; (iii) the differences in their intention and influencing factors in terms of STEM majors, universities, and social-economic backgrounds of their families. All these findings will be of value to provide the government and the public a useful reference for designing policies and strategies to facilitate the implementation of the YES and strengthen the bilateral flow of I&T talent in GBA.

Project Start Year: 2022, Principal Investigator(s): WAN, Zhihong (ZHAO, Zhenzhou as Co-Investigator)
 
The Reconstruction of a Marxist-centred Belief System in Chinese State Education
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Project Start Year: 2021, Principal Investigator(s): ZHAO, Zhenzhou
 
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
 
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 (ZHAO, Zhenzhou 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
 
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)