Beyond pedagogy: Language and identity in post-colonial Hong Kong

Beyond pedagogy: Language and identity in post-colonial Hong Kong

• Chan, Elaine City University of Hong Kong

British Journal of Sociology of Education, 23(2), 271-285, 2002

Routledge

2002

• F 教與學
  • FE 教學語文、雙 / 多語教學、雙語問題、雙語分流教學計劃、語言混雜及轉換
• P 香港教育各層面與外地之比較
  • PE 法律與教育；政治與教育

Education Language & Languages Sociology Hong Kong China

• Hong Kong

• 1997.7 onwards

• 中學教育

The society of Hong Kong objected strongly when the government instructed schools to change their medium of instruction from English to Chinese at the junior secondary level soon after Hong Kong was reunited with the People's Republic of China in 1997. This paper tries to make sense of the objection to this piece of politically correct and pedagogically sound policy. It analyses the situation from Bourdieu's ideas of habitus and various types of capitals. The paper argues that the government's effort to persuade Hong Kong society to accept mother-tongue education on pedagogical grounds alone was to no avail because the English language has not only become a habitus of society; it also serves to distinguish Hong Kong people from mainland Chinese. The failure of the government was partly due to its insensitivity to the nature and social functions of language.
[Copyright of British Journal of Sociology of Education is the property of Routledge . Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/01425690220137756]

• 英文

期刊論文

• 01425692

• 10.1080/01425690220137756

https://bibliography.lib.eduhk.hk/tc/bibs/460032d2

2010-09-06