Social developments and school music education: The struggles in Hong Kong

Social developments and school music education: The struggles in Hong Kong

• Ho, Wai Chung Dept. of Music, Hong Kong Baptist University

Discourse, 30(2), 179-193, 2009

Routledge

2009

• G Curriculum, Teaching & Learning: Specific Disciplines
  • GF Humanities & Arts
• M Teachers & Education for Teachers
  • MG Identities, Attitudes & Opinion of Educational Workers
• P Social Context of Education
  • PC Society & Education

Democracy Educational Policy Educational Practices Multicultural Education Music Education Music Teachers Politics of Education Principals Social Development Teacher Attitudes Hong Kong National Identity

• Hong Kong

• 1997.7 onwards

• Primary Education
• Secondary Education

This paper explores two current issues in the educational policies and practices of Hong Kong that have been shaped by the emergence of the nation-state and the return of Hong Kong's sovereignty from the UK to the People's Republic of China on 1 July 1997. Since this time there have been two great challenges facing music education. The first concerns how to incorporate diverse cultures, including Chinese music, into a Western-orientated music curriculum; and the second is to find a way to cultivate national identity and democracy through music education. The data presented here were collected via in-depth, semi-structured individual interviews with music teachers, school heads and assistant school heads across 40 primary and secondary schools between 2006 and 2007. The findings can be explained by referring to the shortcomings of multicultural education and the underdevelopment of democracy in Hong Kong's education system.
[Copyright of Discourse is the property of Routledge. Full article may be available at the publisher's website: http://dx.doi.org/10.1080/01596300902809203]

• English

Journal Articles

• 01596306
• 14693739

• 10.1080/01596300902809203

https://bibliography.lib.eduhk.hk/en/bibs/b3184627

2010-11-28