Civic Education Guidelines in Hong Kong 1985-2012: Striving for Normative Stability in Turbulent Social and Political Contexts

Autor/inn/en	Chong, Eric Kingman; Sant, Edda; Davies, Ian
Titel	Civic Education Guidelines in Hong Kong 1985-2012: Striving for Normative Stability in Turbulent Social and Political Contexts
Quelle	In: Theory and Research in Social Education, 48 (2020) 2, S.285-306 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chong, Eric Kingman) ORCID (Sant, Edda) ORCID (Davies, Ian)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0093-3104
DOI	10.1080/00933104.2019.1676854
Schlagwörter	Civics; Citizenship Education; Guidelines; Political Attitudes; Political Influences; Nationalism; Democracy; Foreign Policy; Foreign Countries; Content Analysis; Teaching Methods; Citizen Participation; Educational Change; National Curriculum; Elementary Secondary Education; Hong Kong + Suchen Sie Ihr Suchwort? Staatsbürgerkunde; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Richtlinien; Political attitude; Politische Einstellung; Political influence; Politischer Einfluss; Nationalismus; Demokratie; Außenpolitik; Ausland; Inhaltsanalyse; Teaching method; Lehrmethode; Unterrichtsmethode; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Bildungsreform; Hongkong
Abstract	The dynamic of how civic education is framed during turbulent periods is illuminated through analysis of three Hong Kong official civic education curriculum guidelines (1985, 1996, 2012). Guidelines are publicly available, officially sanctioned statements of purpose that have particular relevance for education professionals and are used around the world to characterize educational initiatives. Our focus is on guidelines written during periods in which there was colonial hegemony by the United Kingdom (1985), an attempt to promote liberal democracy by the Hong Kongese (1996), and an assertion of Chinese nationalism (2012). We argue that guidelines about civic education are similar across these times of political turbulence. There are shifts in the content of the guidelines, but fundamental differences are not made explicit. The documents are not aligned with a theoretical framework of colonialism, liberal democracy, or Chinese nationalism, but rather, they are pragmatically oriented. The guidelines are signifiers of attempts to achieve normative stability. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01