本研究是以問卷，配合有目的的抽樣個案訪談，對本港中學負責初中公民教育的教師作出調查，探討自九九年公民教育建議成為獨立科目後，初中推行公民教育的組織、目標、模式、課題、途徑和困難。結果顯示很多負責公民教育的教師未接受或接受少於十小時的培訓；很多學校未設有獨立科而以周會或講座形式推行公民教育；學校和教師的價值取向會影響校本公民的設計和內容；及不清晰的教育政策使學校在推行方面無所適從。研究建議教育統籌局和大專院校可以在培訓和課程目標和設計方面加以支援，使公民教育教師能運用多元的教學方法，以爭議性的事件和政治概念去充實公民教育課堂，藉此提升學校的批判思考能力。
[Copyright of Hong Kong Teachers' Centre Journal is the property of Hong Kong Teachers' Centre at http://www.edb.org.hk/hktc]

透過聚焦訪談，研究發現政治社教化為個人在不同領域中與社教化仲介互動、協商，以建構自己的政治現實的過程。研究中的社會及政治活躍學生對公民身份的理解是多元的，從較保守的「克守本份」的公民理念到較激進的參與遊行及抗議不合理法律的公民實踐等。研究並發現，促成活躍民主公民身份形成的三個重要政治社教化因素包括：議題為本教學法、體驗式學習和有信譽的老師。以上的發現，對師資培訓具重要的影響。
Evidence obtained from focus group interviews supports a conception of political socialization as an active process where individuals interact and negotiate with socialization agents in different contexts to construct their political realities. The citizenship understandings of socially or politically active students in this study were basically eclectic, including conservative views about doing the best in their diverse roles as well as more radical orientations, such as participating in demonstrations and protests in opposition to unreasonable laws. Issues based teaching, experiential learning, and teachers with credibility have been identified as significant political socializing factors for active democratic citizenship. Such a finding has significant implications for teacher education.
[Copyright of Hong Kong Teachers' Centre Journal is the property of Hong Kong Teachers' Centre at http://www.edb.org.hk/hktc]

此文首先從「自主人」的概念來比較公民教育與宗教教育；繼而探討宗教教育與宗教灌輸的關係。最後，文章提出以「釋放的宗教教育」作為未來宗教教育發展的方向。

In responding to the political and constitutional changes after the return of sovereignty of Hong Kong to China, two civic education guidelines were published by the Hong Kong government in 1985 and 1996 respectively. This paper compares these two guidelines with reference to the aim and objective, ideologies, and foci of the content.

The author applies the concepts of colonialism, de-colonization, and re-colonization to discuss the phenomena of regression in democracy and human rights of Hong Kong people after the return of sovereignty of Hong Kong to the People’s Republic of China. These phenomena are considered by some to be symptoms of re-colonization. The Guidelines on Civic Education in Schools (1996) , published by the Hong Kong Education Department, is considered a mis-matched document by the author because it emphasizes education for democracy, human rights education, education for rule of law, global education, and nationalistic education, which are incompatible with the prevailing political scenario.