Context and Curriculum in Two Global Cities: A Study of Discourses of Citizenship in Hong Kong and Singapore

Autor/inn/en	Alviar-Martin, Theresa; Baildon, Mark C.
Titel	Context and Curriculum in Two Global Cities: A Study of Discourses of Citizenship in Hong Kong and Singapore
Quelle	In: Education Policy Analysis Archives, 24 (2016) 58, (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068 2341
Schlagwörter	Citizenship; Foreign Countries; Qualitative Research; Case Studies; Comparative Education; Citizenship Education; Nationalism; Moral Values; Self Concept; Definitions; Discourse Analysis; Educational Change; Curriculum; Hong Kong; Singapore + Suchen Sie Ihr Suchwort? Staatsbürgerschaft; Ausland; Qualitative Forschung; Case study; Fallstudie; Case Study; Vergleichende Erziehungswissenschaft; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Nationalismus; Moral value; Ethischer Wert; Selbstkonzept; Begriffsbestimmung; Diskursanalyse; Bildungsreform; Curricula; Lehrplan; Rahmenplan; Hongkong; Singapur
Abstract	This qualitative, comparative case study examined global civic education (GCE) in the Asian global cities of Hong Kong and Singapore. Guided by theories that position curriculum at the intersection of discourse, context, and personal meaning-making, we sought to describe the ways in which intentions for GCE reflect broader societal discourses of citizenship and how curricula allow students to tackle tensions surrounding national and global citizenship. We found that Singapore and Hong Kong have adopted depoliticized forms of citizenship as a means of inoculation against global ills. These types of citizenship are more nationalistic than global in nature; moral rather than political; and focused mainly on utilitarian goals to produce adaptable workers able to support national economic projects in the global economy. Although critical, transnational, and other emergent civic perspectives are apparent in both cities, the data yielded little evidence of curricular opportunities for students to become exposed to alternative discourses and reconcile discursive contradictions. The findings inform current literature by illuminating the nexus of local and global discursive practices, implicating the ability of curricula to accommodate both novel and established civic identities, and forwarding suggestions to bridge disconnections between theoretical and local curricular definitions of global citizenship. (As Provided).
Anmerkungen	Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: http://epaa.asu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01