Civic education curriculum reform in Hong Kong: What should be the direction under Chinese sovereignty?

Civic education curriculum reform in Hong Kong: What should be the direction under Chinese sovereignty?

• Fairbrother, Gregory P. Dept. of Social Sciences, Hong Kong Institute of Education
• Kennedy, Kerry J. Faculty of Education Studies, Hong Kong Institute of Education

Cambridge Journal of Education, 41(4), 425-443, 2011

London

Routledge

2011

• D Curriculum
  • DB Development & Evaluation

Curriculum Development Patriotism Educational Change Citizenship Education Educational Policy Democracy Primary Secondary Education

• Hong Kong

• 1997.7 onwards

• Primary Education
• Secondary Education

This article uses results from a cross-national analysis of the impact of varying approaches to civic education curriculum delivery on three learning outcomes, to draw conclusions about the value of a government-mandated compulsory, independent subject of civic education in the school curriculum. It starts from the context of Hong Kong, where there have been repeated calls for the government to reform civic education, and compares this context with that of England, where citizenship education was made a statutory subject in 2002. The article then examines from the cases of 25 societies whether a compulsory approach to and/or independent subject of civic education is associated with better learning of civic knowledge, knowledge of democracy, and patriotism. Finding that the impact of curricular approaches is somewhat negligible taking other factors into consideration, the article concludes that civic education reformers should consider the costs of limiting school autonomy in curriculum delivery.
[Copyright of Roeper Review is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/0305764X.2011.625000]

• English

Journal Articles

• 0305764X

• 10.1080/0305764X.2011.625000

https://bibliography.lib.eduhk.hk/en/bibs/5a186253

2013-11-16