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A flexible value carrier: reframing Buddhist Education in superdiverse Hong Kong

Lu, Yulin LU orcid ; Guggenmos, Esther-Maria LU orcid and Joosse, Paul (2026) In British Journal of Religious Education p.1-16
Abstract
How does Religious Education (RE) maintain viability and legitimacy in
a superdiverse society? This article addresses this question through
a qualitative case study of a Buddhist-sponsored secondary school in
Hong Kong navigating simultaneous pressures of structural inequality
and cultural superdiversity. Drawing on participant observation, semi-
structured interviews, and content analysis, we examine how the school
reframes its Buddhist Education through a ‘framing chain’, a causally
linked sequence of reframing actions in which a subsequent framing
process builds upon the conditions created by a preceding one. First,
the school amplifies the Buddhist value of equality in its mission and
admissions,... (More)
How does Religious Education (RE) maintain viability and legitimacy in
a superdiverse society? This article addresses this question through
a qualitative case study of a Buddhist-sponsored secondary school in
Hong Kong navigating simultaneous pressures of structural inequality
and cultural superdiversity. Drawing on participant observation, semi-
structured interviews, and content analysis, we examine how the school
reframes its Buddhist Education through a ‘framing chain’, a causally
linked sequence of reframing actions in which a subsequent framing
process builds upon the conditions created by a preceding one. First,
the school amplifies the Buddhist value of equality in its mission and
admissions, broadening access to marginalised students as a strategic
response to Hong Kong’s competitive educational market. This diversifies
the student body, which necessitates a second reframing: transforming
the Buddhist Education course into a ‘well-being programme’ that thins
explicit Buddhist dogma while thickening universal values and pluralistic
respect. Through these linked processes, Buddhist Education is reconceptualised
as a ‘flexible value carrier’ which is capable of embracing
a multifaceted array of values to facilitate inclusive schooling in
a superdiverse school context. This article contributes to broader understandings
of how faith-based institutions adapt RE to address inequality
and diversity in pluralistic societies. (Less)
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author
; and
organization
publishing date
type
Contribution to journal
publication status
published
subject
in
British Journal of Religious Education
pages
16 pages
publisher
Routledge
external identifiers
  • scopus:105043620432
ISSN
0141-6200
DOI
10.1080/01416200.2026.2694066
language
English
LU publication?
yes
id
f9844437-1ae8-4360-a3b8-68e1603ba6a0
date added to LUP
2026-07-14 15:42:56
date last changed
2026-09-16 11:54:19
@article{f9844437-1ae8-4360-a3b8-68e1603ba6a0,
  abstract     = {{How does Religious Education (RE) maintain viability and legitimacy in<br/>a superdiverse society? This article addresses this question through<br/>a qualitative case study of a Buddhist-sponsored secondary school in<br/>Hong Kong navigating simultaneous pressures of structural inequality<br/>and cultural superdiversity. Drawing on participant observation, semi-<br/>structured interviews, and content analysis, we examine how the school<br/>reframes its Buddhist Education through a ‘framing chain’, a causally<br/>linked sequence of reframing actions in which a subsequent framing<br/>process builds upon the conditions created by a preceding one. First,<br/>the school amplifies the Buddhist value of equality in its mission and<br/>admissions, broadening access to marginalised students as a strategic<br/>response to Hong Kong’s competitive educational market. This diversifies<br/>the student body, which necessitates a second reframing: transforming<br/>the Buddhist Education course into a ‘well-being programme’ that thins<br/>explicit Buddhist dogma while thickening universal values and pluralistic<br/>respect. Through these linked processes, Buddhist Education is reconceptualised<br/>as a ‘flexible value carrier’ which is capable of embracing<br/>a multifaceted array of values to facilitate inclusive schooling in<br/>a superdiverse school context. This article contributes to broader understandings<br/>of how faith-based institutions adapt RE to address inequality<br/>and diversity in pluralistic societies.}},
  author       = {{Lu, Yulin and Guggenmos, Esther-Maria and Joosse, Paul}},
  issn         = {{0141-6200}},
  language     = {{eng}},
  pages        = {{1--16}},
  publisher    = {{Routledge}},
  series       = {{British Journal of Religious Education}},
  title        = {{A flexible value carrier: reframing Buddhist Education in superdiverse Hong Kong}},
  url          = {{http://dx.doi.org/10.1080/01416200.2026.2694066}},
  doi          = {{10.1080/01416200.2026.2694066}},
  year         = {{2026}},
}