Hong Kong civic education policy in the political transition period: An archaeological understanding and a genealogical analysis

Hong Kong civic education policy in the political transition period: An archaeological understanding and a genealogical analysis

• Hung, Chung Fun Steven The Hong Kong Institue of Education

American International Journal of Social Science, 3(3), 168-177, 2014

2014

• G 課程與教學:個別教學範疇
  • GF 人文學科及藝術
• R 教育政策與管理
  • RC 教育規劃及決策程序、教育體系行政

Governmentality Civic Education De-Colonization

• Hong Kong

• 1997.7 onwards

• 未指定或無法歸類

Hong Kong people never gained autonomy and they were the ruled. What the government intended to educate people always showed the way and the trend of the officials wanted to govern their citizens or subjects. Govern mentality of education policy indicated the intentional reasons of making required citizens through schooling. Basically, the de-colonization showed that the policy of domestication was implemented during the Hong Kong transition period where the government patronized and empowered the Hong Kong people gradually through human rights adopted and political democratization from 1984 to 1997. The intentions were quite obvious presented in policy documents and responded to the historical contexts.
[Copyright © 2014 Center for Promoting Ideas, USA.]

• 英文

期刊論文

• 23254149
• 23254165

https://bibliography.lib.eduhk.hk/tc/bibs/aae51578

2016-02-11