Teachers' Perceptions of Preparing "Good Citizens" for the Democratic Development: Hong Kong Case

Autor/in	Wong, Koon Lin
Titel	Teachers' Perceptions of Preparing "Good Citizens" for the Democratic Development: Hong Kong Case
Quelle	In: Educational Studies, 47 (2021) 2, S.238-255 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-5698
DOI	10.1080/03055698.2019.1666252
Schlagwörter	Teacher Attitudes; Citizenship Education; Governance; Political Attitudes; Voting; Role of Education; Social Differences; Authoritarianism; Democracy; Postcolonialism; Barriers; Foreign Countries; Critical Thinking; Teaching Methods; Hong Kong + Suchen Sie Ihr Suchwort? Lehrerverhalten; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Political attitude; Politische Einstellung; Abstimmung; Bildungsauftrag; Sozialer Unterschied; Autoritarismus; Demokratie; Post colonialism; Postkolonialismus; Ausland; Kritisches Denken; Teaching method; Lehrmethode; Unterrichtsmethode; Hongkong
Abstract	Universal suffrage is an essential component of Western democracy in the twenty-first century, but the role of education in supporting universal suffrage in Hong Kong is a challenge given its fractured political system and governance, societal divisions about political goals, and democratic aspirations within an authoritarian state. This study examines the views of teachers regarding the effectiveness of Hong Kong's current citizenship education in cultivating students' citizenship towards the development of a democratic society. The results revealed that current citizenship education does help students foster some characteristics of good citizenship, but doubt its efficacy towards the development of democratic principles such as universal suffrage. Hong Kong is unlike many post-colonial states and Hong Kong teachers face specific challenges in terms of democratic development. While this study focuses on Hong Kong, its results are relevant to educators in other places who face similar challenges and issues under polarised and pluralised societies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01