Education, civic participation and identity: Continuity and change in Hong Kong

Education, civic participation and identity: Continuity and change in Hong Kong

• Morris, Paul Dept. of Curriculum Studies , University of Hong Kong
• Kan, Flora Dept. of Curriculum Studies , University of Hong Kong
• Morris, Esther Dept. of Curriculum Studies , University of Hong Kong

Cambridge Journal of Education, 30(2), 243-262, 2000

Routledge

2000

• P Social Context of Education
  • PE Law & Education ; Politics & Education
• D Curriculum
  • DD Primary Education Programmes
• D Curriculum
  • DE Secondary Education Programmes

Citizen Participation Citizenship Curriculum Educational Change Educational History Educational Policy Elementary Secondary Education Foreign Countries Government Role Policy Formation Hong Kong

• Hong Kong

• 1997.7 onwards

• Primary Education
• Secondary Education

This paper firstly identifies the major legacies inherited by the post-colonial government in Hong Kong, with reference to the key features of access, control and curriculum. Subsequently we examine the state's attempts to reconcile the tension between its quest for legitimacy and for stability. Two dimensions of education, namely the process of educational policy making and the nature of citizenship promoted through the school curriculum, are analysed in terms of the conceptions of civic participation and identity promoted and implemented by the state. In conclusion we point to the shift in the policy making process and the strengthening of policy actions designed to promote the state's conception of civic identity.
[Copyright of Cambridge Journal of Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/03057640050075215]

• English

Journal Articles

• 0305764X

• 10.1080/03057640050075215

https://bibliography.lib.eduhk.hk/en/bibs/8826fa0b

2010-09-08