《德育及國民教育科課程指引》(下稱《指引》) 其中一個大缺失是假設香港是一個同質的華人社會，對於居港非華裔人士來說，藉國民教育來培養他們對中華人民共和國的身份認同和世界公民的視野，比培養對中華人民共和國的認同更有意義。由此可見，《指引》根本上是完全忽略了居港非華裔人士的需要，不利於建構一個多元文化的社會。簡單來說，國民身份認同可從兩個面向凝聚。其一是從文化入手，即以大地山河、代象深厚的歷史；文化和傳統來建構，稱之為「文化國民身份認同」(Cultural national identity)，另一個面向是「政治國民身份認同」(political national identity)，是公民對國家的憲法和政治體制的認同，例如在民主國家，公民因能藉著參與來影響國家的施政，因而產生認同和歸屬感，可稱為「公民國民身份認同」(civic national identity)，意指「不適任何文化及傳統上的差異，國民都有同等權利參與和影響國家政策」，而這樣產生的認同有利於多元文化社會的凝聚。對於培養國民身份認同，上述的文化身份認同和政治身份認同兩者都同樣重要，缺一不可。
[Copyright © 2012 by Enrich Publishing Ltd.]

The civic mission of schools in nurturing political literature, critical thinking and participatory citizens has always been played down in Hong Kong schools. On one hand, teaching civic education has never been ranked high in the education agenda. On the other hand, because of the conservative nature of schools, students are rarely encouraged to participate in school governance for the enhancement of their citizenship development. Funded by the General Research Fund (GRF) in Hong Kong, the authors conducted a quantitative survey on students’ participation in school governance and their citizenship development in 2013 to explore 1) students’ conception of “good citizens”; 2) the level and scope of student participation in school governance; and 3) the facilitating and hindering factors influencing student participation. This paper is a report on the simple statistical results of the survey findings. With reference to Westheimer and Kahne’s typologies, the findings revealed that the students had an eclectic understanding of citizenship, with higher scores for Personally Responsible Citizen and lower scores for Participatory, Justice Oriented and Patriotic Citizen, reflecting a conservative orientation. Concerning the implementation of school civic mission through student participation in school governance, it was found that students were rarely allowed to engage in important school matters, such as formulation of school rules and discussion of the school development plan. Our findings also revealed that schools were more inclined to inform students and consult them rather than confer real participation and powers to them. The paper concludes that the current practice of student participation in school governance does not facilitate the nurturing of active participatory citizens, particularly of a Justice Oriented nature, and this is urgently needed for the democratic development of Hong Kong.
[Copyright © 2014 JSSE.]

香港於1997年7月1日回歸祖國，成為以一國兩制原則運作的一個特別行政區，港人的國籍身份一夜間由英國(海外)轉變成為中國香港。培育學生樂於接受其中國香港國民身份，成為了香港教育界的一個新課題。隨著教改的推動，特區政府於2001年提出“培養學生的國民身份認同”為課程宗旨之一，並明確這是“德育與公民教育”內五個核心價值之一。但按近年多份本地調查結果和學者研究，香港青少年對中國香港的國民身份認同程度依然偏低；特區政府于2010年《施政報告》中提出設立《德育及國民教育科》，卻引起了2012年暑期的反國教風波。此文的目的是回顧和分析香港推行國民身份教育的困難，並就日後加強香港的國民身份教育作出一些建議。
[Copyright © 2014 by author and Hans Publishers Inc.]

School civic education has had the responsibility for developing local citizenship and shaping the role of S.A.R. citizens since the 1997 handover. An active citizenry is what a society aims to achieve in the development of modern citizenship. In the face of globalized competition and change, the future growth and development of a society rests greatly on innovative civic participation. The informal curriculum in Hong Kong schools provides a practice-based learning opportunity and milieu for participatory civic development. In examining the electoral participation of students' associations in schools, we can better understand civic learning in Hong Kong secondary schools. Apart from curriculum problems and difficulties, learning of participatory citizenship in school can help develop students' civic knowledge, skills and awareness. This article investigates participation in student union elections to find out how well participatory education is developed in Hong Kong secondary schools and discusses ways to develop civic education in Hong Kong schools.

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 © 2006 citizED.]

This paper reports the implementation of a project designed to involve in service teachers in peer support for the learning of the core values of personal and social education so as to raise self-esteem, to enhance co-operation, to promote rationality and empathy. Project participants were 27 in-service teachers attending an undergraduate program of the Hong Kong Institute of Education. Project evaluation reveals that the project succeeded in generating for the teacher participants emotional, academic, social, technical, and extended supports, and that the benefits of the project also spilled over to their relationships with their primary school pupils and daily lives. Research and practical implications are discussed.
[Copyright © 2003 The Hong Kong Institute of Education.]