A struggle of identification: Hong Kong pre-service teachers' perceived dilemma of introducing 'national education' in preschools

A struggle of identification: Hong Kong pre-service teachers' perceived dilemma of introducing 'national education' in preschools

• Wong, Jessie Ming Sin Hong Kong Metropolitan University
• Wong, Simon Man Fai Hong Kong Metropolitan University

Compare-A Journal of Comparative and International Education, (0), -, 2022

Routledge

2022

• P Social Context of Education
  • PC Society & Education
• P Social Context of Education
  • PE Law & Education ; Politics & Education
• M Teachers & Education for Teachers
  • MG Identities, Attitudes & Opinion of Educational Workers

National Education Preschools Pre-service Teachers Identity

• Hong Kong

• 1997.7 onwards

• Pre-Primary Education

In the face of the rising tension between Hong Kong and mainland China, Hong Kong's Chief Executive Carrie Lam blamed the city's education system for its inability to develop a sense of 'I am Chinese' national identity and vowed to step up 'national education' from preschool. This article explores how 188 young preschool teachers perceived their national identity and viewed the applicability of national education in Hong Kong preschools. Data were collected using both quantitative and qualitative measures. The findings showed that even though the participants strongly resisted their Chinese identity, they agreed that national education could be introduced in preschools if it would be rendered rational and apolitical. Nevertheless, they suspected that the administration's motive behind national education was political indoctrination. They also noted several pedagogical difficulties. Finally, the implications are discussed against the changing socio-political context, serving as lessons for local and international readers. Copyright © 2022 Routledge.

• English

Journal Articles

• 03057925

• 10.1080/03057925.2022.2093159

https://bibliography.lib.eduhk.hk/en/bibs/d6e0ea41

2023-05-08