Civic education: a focus on student affairs practice after reunification

Civic education: a focus on student affairs practice after reunification

• Lai, Kwok Hung Morrison Hill Technical Institute

Educational Studies, 25(2), 205-215, 1999

Routledge

1999

• G 課程與教學:個別教學範疇
  • GF 人文學科及藝術
• 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
  • PD 經濟與教育

Citizenship Education Civics Educational History Elementary Secondary Education Experiential Learning Foreign Countries Postsecondary Education Program Content Social Influences Student Characteristics China Hong Kong

• Hong Kong

• 1997.7 onwards

• 中學教育
• 專上教育

Education in colonial Hong Kong was basically apolitical in nature. Civic education was introduced as a social control mechanism to reflect colonial heritage, and emphasizes the passive, obedient and law-abiding role of citizens, and prevents the development of nationalism and indigenous cultural identity. However, in response to the Joint Declaration, there was a pressure for the Government to prepare pupils to become competent citizens of the Special Administrative Region (SAR). However, various research findings reflect that young people are apathetic in political and community affairs, weak in basic civic knowledge and social awareness. In response to the re-definition of the national identity status of Hong Kong citizens, there is an urgent need to cultivate the sense of belonging of the younger generation toward the SAR as well as the PRC as a whole. The author believes that even after reunification, civic education should not be overlooked as an important educational element in tertiary education. This element should compliment the academic subjects offered by various departments and be integrated in the themes of personal development programs offered by the student affairs office in tertiary education settings. Civic education programs, either co-curricular or extra-curricular in nature, should focus on both nationalistic and democratic themes through the adoption of a participatory-oriented approach, so that students could be provided with ample opportunities to participate in the decision-making process on issues directly affecting their well-being. Arguments for and against this standpoint are presented in the context of the Hong Kong educational system.
[Copyright of Educational Studies is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/03055699997918]

• 英文

期刊論文

• 03055698

• 10.1080/03055699997918

https://bibliography.lib.eduhk.hk/tc/bibs/75b759fd

2010-09-06