Civic education guidelines in Hong Kong 1985-2012: Striving for normative stability in turbulent social and political contexts

Civic education guidelines in Hong Kong 1985-2012: Striving for normative stability in turbulent social and political contexts

• Chong, King Man Eric The Education University of Hong Kong
• Sant, Edda Manchester Metropolitan University
• Davies, Ian University of York

Theory and Research in Social Education, 2019

Routledge

2019

• P 香港教育各層面與外地之比較
  • PA 香港教育史
• P 香港教育各層面與外地之比較
  • PC 社會與教育
• 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

Civic Education Guidelines Content Analysis

• Hong Kong

• 1980s
• 1990-1997.6
• 1997.7 onwards

• 未指定或無法歸類

The dynamic of how civic education is framed during turbulent periods is illuminated through analysis of three Hong Kong official civic education curriculum guidelines (1985, 1996, 2012). Guidelines are publicly available, officially sanctioned statements of purpose that have particular relevance for education professionals and are used around the world to characterize educational initiatives. Our focus is on guidelines written during periods in which there was colonial hegemony by the United Kingdom (1985), an attempt to promote liberal democracy by the Hong Kongese (1996), and an assertion of Chinese nationalism (2012). We argue that guidelines about civic education are similar across these times of political turbulence. There are shifts in the content of the guidelines, but fundamental differences are not made explicit. The documents are not aligned with a theoretical framework of colonialism, liberal democracy, or Chinese nationalism, but rather, they are pragmatically oriented. The guidelines are signifiers of attempts to achieve normative stability. Copyright © 2019 College and University Faculty Assembly of National Council for the Social Studies.

• 英文

期刊論文

• 00933104

• 10.1080/00933104.2019.1676854

https://bibliography.lib.eduhk.hk/tc/bibs/75af384f

2020-04-27