Conceptualizing national education and methods of teaching national education in Hong Kong

Conceptualizing national education and methods of teaching national education in Hong Kong

• Chong, King Man Eric The Education University of Hong Kong
• Hu, Jun The Education University of Hong Kong
• Cheng, Chi Keung Eric The Education University of Hong Kong
• Davies, Ian University of York
• Tang, Hei Hang Hayes The Education University of Hong Kong
• Leung, Yan Wing The Education University of Hong Kong
• Hung, Chung Fun Steven The Education University of Hong Kong

Citizenship Teaching and Learning, 16(1), 69-94, 2021

Intellect

2021

• P Social Context of Education
  • PC Society & Education
• P Social Context of Education
  • PE Law & Education ; Politics & Education

Hong Kong National Education Nationalism Questionnaire Teacher Perception Teaching Methods

• Hong Kong

• 1997.7 onwards

• Unknown or Unspecified

This article aims to generate a better understanding of Hong Kong teachers’ perception of national education as implemented in the Hong Kong Special Administrative Region (hereafter referred to as Hong Kong SAR) and the interrelationship between their perception and the methods they adopt to teach the topic. We outline the Hong Kong context relevant to our research and review the relevant literature to consider typologies and teaching methods about and for national education. Questionnaire data focused on the seven typologies of nationalism and the three teaching methods of national education identified in the literature review. A total of 601 questionnaires were returned from 198 schools. The typologies of cultural nationalism, civic and peripheral nationalism, authoritarian nationalism, unification nationalism and cosmopolitan nationalism, and the teaching methods of group discussion and an affective approach characterize the views of Hong Kong secondary school teachers about national education. We suggest that teachers’ diverse views about nationalism and their varied use of teaching methods to achieve their goals suggest the powerful influence of current initiatives from the Chinese mainland and the need to reflect on established academic literature that proposes the decolonization of the curriculum and interactive and critical teaching methods. Copyright © 2021 Intellect Ltd Article. English language.

• English

Journal Articles

• 17511917

• 10.1386/ctl_00038_1

https://bibliography.lib.eduhk.hk/bibs/330c0474

2021-09-08