This article investigates types of citizenship education in selected schools in Hong Kong with different overarching affiliations (pro-China vs. pro-democracy). After examining schools’ policies (e.g., sister school of China school), we selected four pro-China and two pro-democracy schools. As a highly diverse society, citizenship education in Hong Kong is key to the formation of a ‘good citizen’. To better understand what a ‘good citizen’ means in this context, we interviewed ten teachers, four principals and four vice-principals at six secondary schools. We focused our interviews on key themes around citizenship, schools influence and media influence. These interviews showed that laissez-faire school staff reported acting as facilitators who emphasized knowledge, social concerns and norms of ‘good citizens’ to their students. Mediate diversity staff reported helping students integrate different perspectives. School mission staff reported supporting student engagement via citizen responsibilities and political processes; while pro-China schools emphasized a national China identity, pro-democracy schools emphasized an international view. Staff from all of these schools reported that media negatively influenced students’ values and perspectives. To reduce students’ confirmation bias (only seeking evidence to support the pre-existing views), teachers in all schools taught critical thinking skills and media literacy. The data showed that understanding how schools can nurture student-citizens amid teachers’ concerns around negative media influence can help inform instruction and policies in schools regardless of their affiliation. Copyright © 2022 Intellect Ltd.

In polarized and pluralistic societies, schools are critical for nurturing students towards becoming informed, active citizens. This study of 18 school staff (teachers, principals and vice-principals) at six secondary (high) schools showed three paradigms through which they cultivated students to become good citizens while navigating media influences. School staff in the laissez-faire paradigm were facilitators that emphasized knowledge, social concern, and conservative characteristics of “good citizens.” By contrast, staff in the mediate diversity paradigm inform students and share balancing information from other perspectives. Lastly, staff in the school mission paradigm support student engagement in citizen responsibilities and political processes. All staff reported that media influenced students’ values and perspectives, and sought to reduce students' confirmation bias by fostering their critical thinking skills and media literacy. Understanding how school can nurture citizens can inform instruction and policies. Copyright © 2021 CESHK.

校長領導一直備受學界關注。探索校長領導，有從校長個人特質、風格、能力、態度入手，也有從環境和學校需要入手。不過，兩者是互補的。香港村校，歷史悠久。經歷社會變遷和盛衰。戰後，村校的數目達300間，雖然大多受政府資助,但與主流的津貼學校，在辦學背景、班級規模、學校建築及歷史背景都有分別。村校校長的領導方式，有何獨特的地方？與主流學校的校長領導有何不同？他們的領導模式，是否有效提升學校效能？村校校長，為香港社會在不同的發展階段，又作出了什麼樣的貢獻，以上各點，都是有趣而值得探索的問題。

修辭離不開我們的生活，現在香港語文科裡的修辭教學只用課文和文學為例而忽略了日常習見的例子，這難免給人枯燥死板的感覺。本文擬就香港電視廣告進行探討，以現代修辭學理論內的「積極修辭」為出發點，闡述電視廣告裡較常使用的五種修辭手法，並指出由於地緣環境與時代背景的關係，香港電視廣告呈現粵方言與英語大量使用的現象。最後本文認為在高中學習階段中，「探究式學習」最適宜作為電視廣告修辭創作教學之用，並提出相關的具體教學建議供教師參考使用。

近年美國學者鼓勵教育界活用漫畫於教學工作。其實，日本早已廣泛運用漫畫於教學活動，並得到老師、學生和家長的肯定。在香港，2009年秋開始實施的「新高中課程」以「通識科」為必修學科，宗旨為培養批判性思考力和創造力，以欣賞和尊重多元社會中的文化和觀點，並學習處理相互衝突的價值觀。漫畫是香港學生最為歡迎的讀物，藉此活用於課堂，應該是一個很有發展潛力的教學策略。可惜，香港教育界仍未廣泛應用，何以如此？日本和香港都被視為儒家文化圈的一分子。日本漫畫帶動全球熱潮，影響全球的動漫文化與工業；香港漫畫亦風行一時，漫畫家屢獲殊榮。可是，漫畫在兩地的課堂教學上被運用的情況卻有很大差異。本文就漫畫文化史，教育及相關社會體制的一些處境和習俗，比較分析漫畫教學在日本盛行而在香港卻未成氣候的原因。