Who is Hong Kong? Diversity in postcolonial Hong Kong curriculum

Who is Hong Kong? Diversity in postcolonial Hong Kong curriculum

Routledge international handbook of multicultural education research in Asia Pacific

• Jackson, Liz The University of Hong Kong

• Cha, Yun Kyung Hanyang University, South Korea
• Ham, Seung Hwan Hanyang University, South Korea
• Lee, Moosung University of Canberra

London

Taylor and Francis

2018

• G 課程與教學:個別教學範疇
  • GJ 跨課程科目
    • GJB 教學條件與設備、教材
• P 香港教育各層面與外地之比較
  • PH 少數民族的教育、種族及族群因素

• Hong Kong

• 1997.7 onwards

• 中學教育

This chapter considers the place of minorities in the formal Hong Kong curriculum by examining the extent and nature of representations of ethnic and religious minorities in Hong Kong “Liberal Studies” textbooks. Liberal Studies is the single required course in secondary Hong Kong education which focuses on social studies and world issues, and therefore is the primary place where one would expect to see any discussion of diversity and related issues in society in the formal, mandated curriculum. This chapter conceives of textbooks as an important part of the curriculum, which guides and steers educators and students, though it is not the only site of educative content. This is a qualitative and discursive study of how minorities are discussed in Hong Kong education, which reveals that minorities are often absent from discussion of society taking place in schools. The chapter goes on to argue that this imbalanced representation of “who” is Hong Kong harms not only minorities but also majority culture and society in Hong Kong, as it fails to provide balanced and accurate information necessary to equip students to become active participants in a democratic society. Copyright © 2018 selection and editorial matter, Yun-Kyung Cha, Seung-Hwan Ham, and Moosung Lee; individual chapters, the contributors.

• 英文

章節

• 9781138831247
• 9780367659950

• 10.4324/9781351179959

https://bibliography.lib.eduhk.hk/tc/bibs/98d5ffa6

2020-12-10