People
Academic Staff
Assistant Professor
KWOK Yan-shing, Henry
BA, BEd (HKU), MPhil (Cambridge), PhD (Griffith)
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email
henrykwok@cuhk.edu.hk
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phone
3943 1069
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office
HTB 415
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- CV
Professor Kwok’s research focuses on the critical study of education policy, curriculum reform, teacher education, and questions of social justice and equity. He is particularly committed to working across disciplinary boundaries in order to probe beneath the surface of complex social realities. His scholarship draws on a wide range of theoretical resources, including anthropology, continental philosophy, cultural studies, science and technology studies, postcolonial studies, psychoanalysis, and theology. Through this interdisciplinary engagement, he explores how insights from seemingly ‘impractical’ social theory and philosophy might be retrieved to open up new lines of inquiry and reimagine educational research, pedagogic practice, and school leadership.
Professor Kwok is also an Adjunct Senior Research Fellow at Griffith University in Brisbane, Australia, where he contributes to a long-term funded project involving collaboration between university academics, teachers, parents, and community organisations in a high-poverty area in Queensland. Prior to joining The Chinese University of Hong Kong, he lectured at the Open University of Hong Kong (now Hong Kong Metropolitan University) and taught in two local secondary schools.
He is Editor of Critical Studies in Education and serves on the editorial boards of the British Journal of Sociology of Education and International Studies in Sociology of Education. He has also acted as a peer reviewer for a number of leading international journals, including Cambridge Journal of Education, Journal of Education Policy, and Discourse: Studies in the Cultural Politics of Education. He is a member of the International Teacher Education Research Collective.
- Education and Politics
- Education Policy
- Equity Education
- Philosophy of Education
- School and Community
- Sociology of Education
- BECE 2210 Foundations of Education
- EDUC 2220 Educational Thought
- EDUC 2240 Understanding Schooling and Education Policy in Hong Kong
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Kwok, Henry. Accepted. “Ontological Politics of Decolonisation in Comparative Education.” Comparative Education. https://doi.org/10.1080/03050068.2026.2637330.
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Kwok, Henry. Accepted. “Mathematics After Reform: Knowledge Economy, Curriculum Change, and Global Dilemmas.” Journal of Curriculum Studies. https://doi.org/10.1080/00220272.2026.2634684.
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Kwok, Henry, and Parlo Singh. Accepted (forthcoming 2026). “Teaching beyond Normalisation: Rethinking Standards-Based Reforms through Canguilhem.” Studies in Philosophy and Education. https://doi.org/10.1007/s11217-025-10035-2.
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Kwok, Henry. 2025. “Difficult Critique: Some Psychoanalytical Provocations from Freud and Lacan for Anti-Racist Pedagogies in Post-Truth Times.” Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2025.2593292.
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Kwok, Henry. 2025. “Governing Higher Education through Markets: A Poststructural Perspective on Massification.” Critical Studies in Education. https://doi.org/10.1080/17508487.2025.2568405.
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Kwok, Henry. 2025. “Towards Becoming a Minor Intellectual: Reading Edward Said alongside Deleuze and Guattari in the Regime of Post-Truth.” Globalisation, Societies and Education. https://doi.org/10.1080/14767724.2025.2455719.
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Singh, Parlo, and Henry Kwok. 2023. “Curriculum Inquiry: Insights from Basil Bernstein’s Sociology of Education.” Curriculum Perspectives 43 (2): 193–98. https://doi.org/10.1007/s41297-023-00215-w.
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Kwok, Henry. 2023. “Reframing Educational Governance and Its Crisis through the ‘Totally Pedagogised Society.’” Journal of Education Policy 38 (3): 386–407. https://doi.org/10.1080/02680939.2022.2047227.
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Kwok, Henry, Parlo Singh, and Stephen Heimans. 2021. “The Regime of ‘Post-Truth’: COVID-19 and the Politics of Knowledge.” Discourse: Studies in the Cultural Politics of Education: 1–15. https://doi.org/10.1080/01596306.2021.1965544.
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Heimans, Stephen, Parlo Singh, and Henry Kwok. 2021. “Pedagogic Rights, Public Education and Democracy.” European Educational Research Journal. https://doi.org/10.1177/14749041211011920.
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Kwok, Henry. 2021. “In Between Distributive and Evaluative Rules: Paradox of Pedagogic (Mis-)governance.” British Journal of Sociology of Education 42 (3): 388–403. https://doi.org/10.1080/01425692.2021.1891021.
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Kwok, Henry, Stephen Heimans, and Parlo Singh. 2021. “Is the 2019 Water Revolution a Lesson of Emancipatory Education? A Rancièrean Invitation.” Educational Philosophy and Theory 53 (1): 46–56. https://doi.org/10.1080/00131857.2020.1744132.
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Kwok, Henry. 2020. “Beyond the Anti-Racist Reason: A Postcolonial Perspective on Pandemic Politics.” Health Sociology Review 29 (2): 122–30. https://doi.org/10.1080/14461242.2020.1785320.
Project title: Reducing Educational Disadvantage: Teaching Professionalism via Knowledge Collaboratories
Funding body: Australian Research Council (ARC) Discovery Project (DP1910100518)
Chief Investigators: Professor Parlo Singh (Griffith University), Prof Beryl Exley (Griffith University) and Dr Stephen Heimans (The University of Queensland); Partner Investigator: Prof Gabrielle Ivinson (Manchester Metropolitan University, England, the United Kingdom)