Hong Kong civic education policy in the political transition period: An archaeological understanding and a genealogical analysis

Hong Kong civic education policy in the political transition period: An archaeological understanding and a genealogical analysis

• Hung, Chung Fun Steven The Hong Kong Institue of Education

American International Journal of Social Science, 3(3), 168-177, 2014

2014

• G Curriculum, Teaching & Learning: Specific Disciplines
  • GF Humanities & Arts
• R Educational Policy & Administration
  • RC Educational Planning & Decision Making Process, Educational Administration

Governmentality Civic Education De-Colonization

• Hong Kong

• 1997.7 onwards

• Unknown or Unspecified

Hong Kong people never gained autonomy and they were the ruled. What the government intended to educate people always showed the way and the trend of the officials wanted to govern their citizens or subjects. Govern mentality of education policy indicated the intentional reasons of making required citizens through schooling. Basically, the de-colonization showed that the policy of domestication was implemented during the Hong Kong transition period where the government patronized and empowered the Hong Kong people gradually through human rights adopted and political democratization from 1984 to 1997. The intentions were quite obvious presented in policy documents and responded to the historical contexts.
[Copyright © 2014 Center for Promoting Ideas, USA.]

• English

Journal Articles

• 23254149
• 23254165

https://bibliography.lib.eduhk.hk/bibs/aae51578

2016-02-11