1997 年7 月1 日是香港回歸祖國懷抱的劃時代日子。回歸後香港行政㈵區在「一國兩制」與「高度自治」原則下繼續發展。後殖民地 (Post-colonialism) 教育將是香港教育的另一特色。誇大和忽視殖民地主義對香港的控制和幕後誘導作用，對真正認識香港實情絕無好處。而回歸前香港政府向來對公民教育是「明褒暗貶，明揚暗抑」的，故研究和展望廿一世紀香港㈵別行政區公民教育，是㈲現實需要和時代意義的。
殖民地主義以異族控制香港地域資源及戰略要塞，當然不欲被統治者民族主義高漲，故嚴禁㈻校談政治更明文規定，「重英輕中」及「暗抑中史」實是英人統治百年方針。不過，自從1967 年香港暴動以後，英人重視「懷柔政策」，於課程上不著痕跡地幕後操控，少有公然「鎮壓」，淡化年輕一代中國青年的民族意識，在一定程度上頗為成功，故回歸後在公民教育方面，須下一番不偏不倚的「撥亂返正」工夫。
[Copyright of Hong Kong Teachers' Centre Journal is the property of Hong Kong Teachers' Centre at http://www.edb.org.hk/hktc]

回歸前後的香港，在政治上經歷了很多變化。這些政治上的變化不期然地也影響了香港的公民教育的發展。本文嘗試比較回歸前後香港公民教育的發展及其政治變遷的相互關係，尤其側重介紹回歸以後香港公民教育的狀況，包括課程發展、學校實施公民教育的情況、香港學生的公民觀、香港人對公民身份認同的變化，並以社會資本角度的反思作結。本文得出的結論是香港市民對香港是有歸屬感的，但不太有安全感；他們會參與社會的網路組織，有一定的社會參與，但限於傳統性的公民活動（例如選舉）和社會性的活動，較少參與政治性的公民活動；同時，他們也存在一種公民無力感，尤其是政治無力感。
Hong Kong has experienced substantial changes in its political circumstances before and after the handover. These political changes have had much impact on the development of civic education. This paper attempts to compare the development of civic education in Hong Kong before and after the handover, with a particular focus on the impact of changing political circumstances. Another focus of the paper is on the situations of civic education since its handover. This includes a review of the development of the civic education curricula, the implementation of civic education in school, student's concepts of citizenship, changes of civic identity among Hong Kong people, and the paper is concluded with a review from social capital perspectives. The paper concludes with an observation that Hong Kong people have a sense of belonging, but not much sense of security. They participate in social networks, but focus on conventional citizenship activities (such as voting) and socially oriented activities, rather than politically oriented activities. Socially, they feel they make some contributions to the society, but politically they also feel powerless.
[Copyright of Journal of Youth Studies is the property of The Hong Kong Federation of Youth Groups at http://yrc.hkfyg.org.hk/]

The year 2008 marked the 11th anniversary of Hong Kong's return from the UK to the People's Republic of China. In this decade, the Hong Kong Special Administrative Region Government has repeatedly emphasised the importance of the development of national identity and patriotism in school education, and has at the same time introduced diverse cultural values into the school curriculum. This article explores the dynamics and complexity of the relationships between the state, globalisation and nationalism in Hong Kong that are re-shaping music education in response to contemporary socio-political changes. It argues that Hong Kong school music education has made a gradual cultural shift towards globalism and nationalism, and away from the Westernism that has dominated Hong Kong music education since before the change of sovereignty on 1 July 1997. The article concludes with a discussion of how music education might juggle two pairs of relationships in the curriculum: between global and national cultures; and between the education of cultural values and nationalism in Chinese music. There is pressure to rethink teacher education in terms of the need to be aware of the socio-political environment in which it operates, and within which it makes music education socially relevant.
[Copyright of Music Education Research is the property of Routledge. Full article may be available at the publisher's website: http://dx.doi.org/10.1080/14613800903390741]

The twin policy domains of accountability and autonomy have featured in recent education reforms in many countries, signalling new relationships between governments and educational institutions. Despite different national and localised contexts, a number of common 'global' trends have been identified. However, simultaneously context-specific differences are also evident. For us, the concept of 'globalisation', when it implies policy homogenisation, is too blunt an instrument to critically analyse these major reforms. We would argue that there are still too few studies on globalisation processes grounded in detailed examinations of particular historical times and geographical spaces. Our research is located within the tensions between global commonalities and localised differences.
This paper reports research on changing accountability and autonomy in higher education in three 'Asian' countries. Empirical data has been collected in the People's Republic of China, Hong Kong and Singapore in an attempt to begin to redress a 'Western' hegemony in such research. Within each national context two different types of universities became case study sites for the analysis of both commonalities and differences in accountability and autonomy policies and practices. The current paper focuses in particular on the conceptual and methodological framings of the research and presents some preliminary findings.
[Copyright of Australian Association for Research in Education (AARE) at http://www.aare.edu.au]