Journal Articles
Education, civic participation and identity: Continuity and change in Hong Kong
- Education, civic participation and identity: Continuity and change in Hong Kong
- Cambridge Journal of Education, 30(2), 243-262, 2000
- Routledge
- 2000
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- Hong Kong
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- 1997.7 onwards
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- 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]
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- English
- Journal Articles
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- 0305764X
- https://bibliography.lib.eduhk.hk/en/bibs/8826fa0b
- 2010-09-08
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