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between the governance of Hong Kong’s international school and Direct Subsidy Scheme school categories and changes in the broader Hong Kong society through a neoliberal framework. As Hong Kong’s economy has grown since the 1997 handover to the People’s Republic of China, an increasing number of people have come to Hong Kong. These people bring increased income, they have fewer children and they bring new expectations and practices for education. The government has responded to differentiated demand by developing the international school and Direct Subsidy Scheme school categories. Each has distinctive privatization features to increase inter- and intra-category competition and choice. Greater privatization has raised fears that social mobility for the poor is being stifled and school inequality and malfeasance will grow. It also places new burdens on parents and signals the continued changing relationship between school and society.  \nGovernment policy plays a significant role in mediating how education and society shape one another. In the case of Hong Kong, little attention has been paid to how the government mediates this tension between society and the education system. Yet there is a need to explore this mediation through policy because changes in Hong Kong’s education system reflect developments in its broader society.  \nI examine the link between the governance of two school categories in Hong Kong’s education system and changes in the broader Hong Kong society. I adopt a neoliberal framework for understanding changes to the Hong Kong socio-economic context and the governance of two Hong Kong school categories. I examine government policy because \"the rise of neoliberalism is seemingly rooted in certain governments' policies”(Huang, 2012, p. 40) . In the Asia-Pacific region, education systems in Australia and New Zealand have received attention in the literature as targets of neoliberal government reform. Exploring neoliberalism in the Hong Kong education system may yield unique insights because “in different socio-cultural contexts, neoliberalism may have different influences on educational practices”(Huang, 2012, p. 39) . This article expands the understanding of neoliberalism in education and schools at societal, institutional and individual levels.  \nIn this article, I first construct an understanding of neoliberalism in education. I then apply a neoliberal framework to a changing Hong Kong socio-economic context and the governance of two categories of Hong Kong schools: international schools and Direct Subsidy Scheme (DSS) schools. I conclude with implications of these categorical changes on the Hong Kong education system and society.  \nNeoliberalism in Education  \nNeoliberalism is a generic term that assembles economic, social and philosophy theory. It encompasses state minimalism through deregulation and privatization of social services (Lee & Lee, 2013) . Its adherents presuppose individuals and organizations act because of their rational self-interest. While marketplace principles such as competition best promote rational self-  \n© 2014, Current Issues in Comparative Education, Teachers College, Columbia University. ALL RIGHTS RESERVED. Current Issues in Comparative Education 16 (1), 37-48.  \nDavid Woo  \ninterest in political, economic and social decisions (Huang, 2012), state welfare and intervention do not.  \nNeoliberalism is a phenomenon with practical origins as a governmental response to the 1970s economic climate in the United Kingdom (UK) and in the United States of America (USA) . It transcends geographic boundaries, having influenced both northern and southern hemispheres, and western and eastern states. It is a dimension of globalization as it structures local and global relations through economy, comparison and competition.  \nThis belief system leads to a form of state governance. A","cbCaiobhw7FTgxAf","https://ap.wps.com/l/cbCaiobhw7FTgxAf","pdf",175800,12,"English","# Neoliberalism in Two Hong Kong School Categories\n## Research focus and neoliberal framework\n## Constructing neoliberalism in education\n## Neoliberalism as governance and market-based education","[{\"question\":\"What two Hong Kong school categories does the article compare?\",\"answer\":\"The article examines international schools and Direct Subsidy Scheme (DSS) schools, focusing on how their governance connects to broader social changes.\"},{\"question\":\"How does neoliberalism shape the governance of these school categories?\",\"answer\":\"It links education governance to deregulation and privatization, creating privatization-driven features that increase competition and choice across and within categories.\"},{\"question\":\"What concerns does the article raise about privatization and competition?\",\"answer\":\"Greater privatization may stifle social mobility for the poor and contribute to increased school inequality and possible malfeasance, while adding burdens for parents.\"}]","Neoliberalism in Two Hong Kong School Categories - Authoritative academic analysis | PDF",1792089121]