Yeung, Ping Hei; (2023) English, neoliberal governmentality and subjectivity: An ethnographically oriented narrative inquiry of learning trajectories in contemporary Hong Kong. Doctoral thesis (Ph.D), UCL (University College London).

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Abstract

This study investigates the English learning and socio-academic trajectories of young people with diverse socio-educational backgrounds in contemporary Hong Kong. It builds on existing literature that shows how the endeavour of learning English is shaped by neoliberal discourses and ideologies and thus anchored in unequal access to resources. I adopt Foucault’s notions of governmentality and subjectivity as well as Bourdieu’s theory of practice as my theoretical framework. I first genealogically trace relevant forms of knowledge at various socioeconomic junctures, with an emphasis on tracking down the emergence and evolvement of values, social/moral categories and practices of ideal English speakerhood that are historically (re)produced, circulated and attributed value vis-à-vis wider ideological processes, institutional logics and language policies/practices. Epistemologically inspired by notions of trajectories of identification and stancetaking, I then narratively and ethnographically document the situated stances and positionings of the case participants across time and space to capture the process of becoming an English learner. I explore stancetaking practices in their narrative trajectories to examine how their access to resources was mediated by processes of subjectivation as they all enacted (and oriented towards) desired forms of what I term English learnerhood. I argue English is (mis)recognised as a happy object, which prompts the youth’s affective alignment with normative values about English learning in ways that ultimately channel their desires, aspirations and trajectories. While disciplining themselves to acquire this object, the young people succeed to varying degrees, though. The study therefore illuminates not only the logics behind the pursuit of English and its consequences, but also problematises English education as a key site for social reproduction and social/cultural distinction in Hong Kong. Although the promise of English holds true for some, others who do not fare well in this game are left to be responsible for their own struggles and ongoing ambivalence.

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