The legitimacy of curriculum development in post-colonial Hong Kong: Insights from the case of liberal studies

The legitimacy of curriculum development in post-colonial Hong Kong: Insights from the case of liberal studies

• Fung, Dennis The University of Hong Kong
• Liang, Tim The University of Hong Kong

Oxford Review of Education, 44(2), 171-189, 2018

Routledge

2018

• D Curriculum
  • DE Secondary Education Programmes
• G Curriculum, Teaching & Learning: Specific Disciplines
  • GJ Interdisciplinary
• M Teachers & Education for Teachers
  • MG Identities, Attitudes & Opinion of Educational Workers

Secondary School Curriculum General Education Curriculum Planning Education of Young Adults High School Students Secondary Education Curriculum Development Legitimacy Liberal Studies Teacher Perceptions

• Hong Kong

• 1997.7 onwards

• Secondary Education

Liberal Studies was initially introduced as a non-statutory subject in Hong Kong in 1992. It then confronted intense opposition and a bumpy implementation path before securing mandatory status in the new senior secondary curriculum introduced in 2009. Recently, this core subject has been under review. Whilst it is considered to promote students' socio-political participation, the subject has also been accused of triggering antagonism towards the government. In view of these concerns, this article probes teachers' perceptions of the recent development of Liberal Studies and examines the dynamic interplay between the curriculum review and the potential political controversies surrounding the subject in post-colonial Hong Kong. Reporting the results of a study comprising questionnaire-based surveys and follow-up semi-structured interviews, it reveals that whilst teachers are worried about the proposed reduction of socio-political topics in the curriculum, they approve of incorporating additional China-related content. Furthermore, the participating teachers praised Liberal Studies for its notable impact on raising students' social consciousness, which has motivated them to learn about community affairs and fight for justice. Finally, the article also explores the study's profound implications for the further development of Liberal Studies and citizenship education in Hong Kong and beyond.
[Copyright of Oxford Review of Education is the property of Routledge.]

• English

Journal Articles

• 03054985

• 10.1080/03054985.2017.1379382

https://bibliography.lib.eduhk.hk/bibs/bccf3bf1

2018-06-14