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The key purpose of this study is to systematically examine the landscape of education research funded by the National Plan of Educational Research Funding (NPERF) in China. The study aims to: (1) identify the thematic focus areas that reflect the national education agenda, (2) analyze the general funding patterns of education research projects and (3) gain insights into the distinctive nature of the research agenda in China. The study employs a rigorous data-driven approach to offer valuable insights into the dynamic discourses within the field of education research in China, which has received relatively little attention despite its potential significance.

In this study, we utilized word co-occurrence analysis and corpus-based frequency analysis to analyze the research projects funded by the National Plan of Educational Research Funding (NPERF) from 2011 to 2020.

The key characteristics of these projects highlight the focus on higher education research, addressing the interests of specific cohorts of students, teachers and disadvantaged populations. Furthermore, these projects demonstrate a remarkable responsiveness to the policy needs of the country and a robust inclination toward an international comparative framework.

The findings offer valuable insights into the landscape and features of funded education research in China, revealing a strong emphasis on addressing practical needs and enhancing the capacity of the education system in the country.

This paper presents a systematic examination of the topics covered in funded research under the National Plan of Educational Research Funding (NPERF) scheme from 2011 to 2020. It contributes to the advancement of understanding regarding knowledge traditions and practices in the Chinese context. Methodologically, this paper is the first in the literature to be prototyped with a word co-occurrence analysis approach to systematically investigate the funded education research in China. Additionally, it includes the development of a comprehensive corpus list to uncover the key characteristics of the funded projects. The analysis provides unique insights into the priorities and directions of education research supported by the Chinese government, which are of potential interest to international readers.

The purpose of this paper is to discuss nationalistic education in Hong Kong from a cultural perspective. It highlights the challenges faced by the Hong Kong Government and the growing antagonism and mistrust between the young generation and the government. The paper reviews the cultural policies adopted by the Western Zhou, Han and Tang dynasties in ancient China.

This paper adopts a historical approach by reviewing the policies in music and culture in the Chinese history and argues for the adoption of a soft approach to nationalistic education in Hong Kong.

Results show that being inclusive toward diverse cultures, trusting and valuing people’s voices and accepting differences of opinion are effective policies that were adopted by the respective dynasties. The results shed light on the possibility of nurturing nationalism through education in music and culture.

The historical examples mentioned in this paper are only selected periods of the Chinese history. Thus, the survey could not be taken as a comprehensive review.

This paper reviews the policies concerning music and culture in ancient China and argues for transferring the soft approach of predecessors toward these subjects as part of the nationalistic education of Hong Kong.

The results shown should be considered seriously by the Hong Kong Government as an effective substitute policy for the past stringent approach of implementing national education in Hong Kong. Nationalistic education focusing on music and culture is a common root for all Chinese and should be used in future to build up trust and common values between China and Hong Kong.

The originality of this research lies in its dealing with nationalism and national education, recommending a soft approach to education viewed through the prisms of music and culture.

Hong Kong’s musical scene is rapidly changing along with the evolving media landscape. The purpose of this paper is to examine the new way of Cantopop production and dissemination in the new media ecosystem. Furthermore, this study calls for a reconceptualization of the process of Cantopop listening and sharing as a form of public pedagogy within the online public space.

Based on the investigation into two of the leading local indie bands Kolor and Supper Moment, this study explores the implications that social media and participatory culture have for these indie bands. In this study, the music content and promotion strategy of the two bands, as well as the role of their online audiences are studied.

Social media leads to more democratic cultural production and distribution. The strong online audience engagement serves as the foundation for the popularity of the two Cantopop indie bands. In their music practice, the lyrics appear to be in alignment with the goals and interests of the listeners, which gives rise to greater participation by its audiences through social media. Under the context of interactive internet culture, listening and sharing Cantopop can be seen as an educational force, thus reinforcing the values and attitudes.

While many important works have examined various aspects of Cantopop, little attention has been paid to the indie bands. This paper attempts to reveal the recent development of local indie bands as a site under the interactive internet culture. It also gives insights to the significant role of Cantopop played in public pedagogy.