This paper reports findings of a qualitative study that explored international students' identity negotiation during their cross-border studies against the backdrop of the internationalisation of higher education in Asia. Through a comparative narrative-based case study of two Burmese international students' experiences during their studies in a Hong Kong university, the paper reveals both similarities and differences in their negotiation of (i) identities as 'non-local'/'international' students in the university context and (ii) national identities in relation to the local community and the imagined global/international community. In particular, the findings illustrate the divergent ways in which the two international students negotiate the meanings they attach to the 'non-local' student label, respond to local students' (mis)recognition of their national identities, and perceive the (in)compatibility between their national and global identities. Overall, the findings point to the diversity and heterogeneity in international students' experiences which appear to be variably shaped by differential dispositions and capacities in exercising strategic agency for identity (re)construction. The case study also calls for the need to problematise the reification and over-simplification of the so-called 'international student experience' and argues for the importance of paying attention to the complexity of international students' identity negotiation in the context of international education. Copyright © 2022 Routledge.

This paper gives some preliminary analysis on the relationships between perceptions of national identity and national education by using quantitative data. A pilot-tested questionnaire has been sent to all civic education team teachers in Hong Kong secondary schools in 2018. Through quantitative analysis, it is found that some possible types of national education are adopted by teachers. The qualitative interviews with some teachers also reveal a diversified range of teaching methods on national education. All these findings can, hopefully, contribute to the existing literature. This study shall be useful for anyone interested in understanding how teachers perceive their national identity and national education in this post-materialistic and globalized world. Copyright © 2019 CiCea.

Under 'One Country, Two Systems', 'good citizens' ‐ as supported by pro-democratic positions ‐ and 'good citizens' ‐ as promoted by the Chinese government ‐ are seemingly in contradiction with each another based on their values and ideologies in Hong Kong. The competing values of citizenship are demonstrated by deep divisions within Hong Kong society, with pro-democratic groups advocating democratic values and initiating societal transformation, and their pro-establishment counterparts highlighting patriotic values and sustaining the status quo. From an educational perspective, teachers take on an essential role in the implementation of education policies designed to cultivate students who are 'good citizens'. This research employed a mixed-methods approach to examine Hong Kong teachers' perceptions of 'good citizens' based on their affinity with democratic and patriotic values. The findings indicated that rather than conflicting, patriotic values tended to be complementary to democratic values. Moreover, critical patriotic citizens with multiple identities who participate rationally and constructively in social and political activities might be more likely to facilitate democratic development in Hong Kong. These findings have implications for policy-makers responsible for the citizenship education and preparation of future citizens living within polarized and pluralistic societies, and they highlight the value of learning to live together in a complex world. Copyright © 2019 Intellect Ltd Article.

PurposeThe purpose of this paper is to discuss nationalistic education in Hong Kong from a cultural perspective. It highlights the challenges faced by the Hong Kong Government and the growing antagonism and mistrust between the young generation and the government. The paper reviews the cultural policies adopted by the Western Zhou, Han and Tang dynasties in ancient China.Design/methodology/approachThis paper adopts a historical approach by reviewing the policies in music and culture in the Chinese history and argues for the adoption of a soft approach to nationalistic education in Hong Kong.FindingsResults show that being inclusive toward diverse cultures, trusting and valuing people's voices and accepting differences of opinion are effective policies that were adopted by the respective dynasties. The results shed light on the possibility of nurturing nationalism through education in music and culture.Research limitations/implicationsThe historical examples mentioned in this paper are only selected periods of the Chinese history. Thus, the survey could not be taken as a comprehensive review.Practical implicationsThis paper reviews the policies concerning music and culture in ancient China and argues for transferring the soft approach of predecessors toward these subjects as part of the nationalistic education of Hong Kong.Social implicationsThe results shown should be considered seriously by the Hong Kong Government as an effective substitute policy for the past stringent approach of implementing national education in Hong Kong. Nationalistic education focusing on music and culture is a common root for all Chinese and should be used in future to build up trust and common values between China and Hong Kong.Originality/valueThe originality of this research lies in its dealing with nationalism and national education, recommending a soft approach to education viewed through the prisms of music and culture.
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The purpose of this study is to explore the possible impact of short-term Mainland exchange programmes on the Hong Kong youths’ national identity. A study using both quantitative and qualitative methods was conducted in 2016/17 to investigate the students’ national identity. There were 676 secondary school students completed the survey and subsequent focus group interviews were conducted to examine whether there was any difference in their national identity after they returned from the Mainland exchange programmes. The results show that some of the participants’ cultural identity was enhanced while their national identity was not necessary strengthened. These findings were related to the structure and the objectives of the Mainland exchange programmes. The complexity of the formation of national and local identities will be discussed. This presentation will provide insights for schools to enhance meaningful Mainland exchange activities and inform policy makers ways to formulate effective strategies for promoting such activities. This study is supported by Public Policy Research (PPR) Grant.

Purpose The purpose of this paper is to contribute to the worldwide discussion of conceptualization, multiple functions and management of national education in an era of globalisation by proposing a new comprehensive framework for research, policy analysis and practical implementation. Design/methodology/approach Based on a review of the diversity in definitions of national education, the controversies in policy and implementation of national education are discussed. The different interpretations of national education stem from different assumptions and perspectives. Each of them seems too confining in globalisation. To overcome the controversies, this paper calls for a re-conceptualisation of national education from a broader perspective. Findings The conceptualisation of broad-based national education is premised on two fundamental principles. First, national education which is meant for development is a process by which humankind moves forward at multiple levels including the personal, local, national and global levels. Second, national education nowadays must be understood against a globalised context, in which there are multiple, complex and dynamic developments at play including technological, economic, social, political, cultural and learning developments of not only individuals and local communities within the nation but also the global world beyond the nation. In brief, broad-based education serves multiple functions at multiple levels. With national identity understood in a broader perspective, the multiplicity and complexity of national education may be better addressed. Identifying with one's own nation is a dynamic and complicated process in which interaction and integration between the different levels and different functions of civic identities are involved. The approaches to management, implementation and pedagogy of broad-based national education are also discussed. Research limitations/implications The new framework of conceptualisation and the comparison

This study investigates Hong Kong primary teachers’ perceptions of moral, civic and national education, which may have an impact on how they prepare students to become ‘good citizens’ through classroom instruction. Moral and Civic Education (MCE) has been an overall goal of Hong Kong’s education system since 2001, while Moral and National Education (MNE) was proposed as a new subject in an effort to introduce a patriotic agenda in 2011. Teachers play essential roles in nurturing students to become ‘good citizens’ because they are the key figures in implementing education and curriculum policies in schools. Therefore, gaining a greater understanding of teachers’ perceptions of MNE provides insights into the extent to which teachers are prepared to contribute to the patriotic agenda as part of a revamped civic education curriculum. While there are complex factors affecting teachers’ receptivity to curriculum change, an understanding of factors that influence teachers’ perceptions of patriotic education could be valuable for school stakeholders (such as policymakers, educators and researchers), not only in Hong Kong but in other places (such as the United States and the United Kingdom), when they consider what can be done to influence students’ attitudes towards citizenship. Utilizing pilot data, this study reports Hong Kong teachers’ attitudes towards patriotic education through the proposed new school subject of MNE. The findings indicate that ‘perceived others’ support’, ‘perceived concerns of MNE’ and ‘non-monetary cost-benefits’ were the significant predictors of teacher receptivity of MNE. The results suggest that when teachers had concerns about patriotic education, they were less likely to support its implementation, while if they had the support of others they were more likely to support implementation of MNE. More importantly, teachers who perceived that patriotic education can cultivate more well-rounded students were more likely to support the implementation

This article argues for reconstructing Hong Kong’s civic education in the post-national education era, and puts forward some rethinking on conceptual, curricular and pedagogical matters. This article starts with a brief critical review of the development of school civic education in Hong Kong to set the context. This is followed by a discussion of the MNE controversy. It points out that the shelving of the mandatory subject and reversion to depoliticized school-based civic education is inadequate to address the needs of civic education in Hong Kong. Finally, this article argues in favour of the type of civic education that aims at cultivating politically literate, critically thinking and actively participating citizens, with particular reference to the Civic Education Guidelines from Civil Society. This set of unofficial Guidelines proposes that Hong Kong’s civic education has to be reconstructed both in conceptual, curricular and pedagogical terms accordingly. Hopefully, this article will shed light on the development of civic education in societies that are facing similar challenges in the process of democratization and an upheaval of civic consciousness of the citizenry.
[Copyright © 2015 Intellect Ltd Article.]