Socio-political forces and intended, resourced and implemented curricula: Chinese music in Hong Kong and Taipei junior secondary schools

Socio-political forces and intended, resourced and implemented curricula: Chinese music in Hong Kong and Taipei junior secondary schools

Research studies in education. Volume 4, The ninth postgraduate research conference, 2006, Faculty of Education, the University of Hong Kong

• Lau, Anthony Kai Chi University of Hong Kong

• Huang, Jing Centre for Applied English Studies, University of Hong Kong
• Gu, Mingyue
• Cheung, Eleanor Pui Kei

Hong Kong

Office of Research, Faculty of Education, University of Hong Kong

2006

Postgraduate Research Conference (2006: Hong Kong, China)

• G Curriculum, Teaching & Learning: Specific Disciplines
  • GF Humanities & Arts
    • GFA Teaching Objectives, Curriculum & Evaluation
• P Social Context of Education
  • PC Society & Education
• P Social Context of Education
  • PE Law & Education ; Politics & Education

• Hong Kong
• Taiwan

• 1997.7 onwards

• Secondary Education

The paper argues that the overall process of curriculum development (from the intended official written curriculum to the resourced curriculum set out in textbooks, and then to the taught implemented curriculum) in the two cities has been influenced by similar socio-political forces, It also argues that the process is characterized by some similar and some varying complex patterns in the nature and extent of Chinese and non-Chinese music which is not adequately recognized in the existing literatures. The study contends that the national identity, preference of national and local cultures, national education, colonial education, and acceptances of, and relationships with, other cultures have played important roles in shaping the nature and extent of Chinese and non-Chinese elements in the music curriculum.

• English

Conference Papers

• 9789628093472
• 9628093479

https://bibliography.lib.eduhk.hk/en/bibs/e0445c04

2011-05-27