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Article: Education, civic participation and identity: Continuity and change in Hong Kong

TitleEducation, civic participation and identity: Continuity and change in Hong Kong
Authors
KeywordsEducation
Higher education
Issue Date2000
PublisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/0305764X.asp
Citation
Cambridge Journal of Education, 2000, v. 30 n. 2, p. 243-262 How to Cite?
AbstractThis paper firstly identifies the major legacies inherited by the post-colonial government in Hong Kong, with reference to the key features of access, control and curriculum. Subsequently we examine the state's attempts to reconcile the tension between its quest for legitimacy and for stability. Two dimensions of education, namely the process of educational policy making and the nature of citizenship promoted through the school curriculum, are analysed in terms of the conceptions of civic participation and identity promoted and implemented by the state. In conclusion we point to the shift in the policy making process and the strengthening of policy actions designed to promote the state's conception of civic identity.
Persistent Identifierhttp://hdl.handle.net/10722/48573
ISSN
2015 Impact Factor: 1.0
2015 SCImago Journal Rankings: 0.469

 

DC FieldValueLanguage
dc.contributor.authorMorris, PJTFen_HK
dc.contributor.authorKan, FLFen_HK
dc.contributor.authorMorris, Een_HK
dc.date.accessioned2008-05-22T04:17:33Z-
dc.date.available2008-05-22T04:17:33Z-
dc.date.issued2000en_HK
dc.identifier.citationCambridge Journal of Education, 2000, v. 30 n. 2, p. 243-262en_HK
dc.identifier.issn0305-764Xen_HK
dc.identifier.urihttp://hdl.handle.net/10722/48573-
dc.description.abstractThis paper firstly identifies the major legacies inherited by the post-colonial government in Hong Kong, with reference to the key features of access, control and curriculum. Subsequently we examine the state's attempts to reconcile the tension between its quest for legitimacy and for stability. Two dimensions of education, namely the process of educational policy making and the nature of citizenship promoted through the school curriculum, are analysed in terms of the conceptions of civic participation and identity promoted and implemented by the state. In conclusion we point to the shift in the policy making process and the strengthening of policy actions designed to promote the state's conception of civic identity.en_HK
dc.format.extent116235 bytes-
dc.format.extent26624 bytes-
dc.format.mimetypeapplication/pdf-
dc.format.mimetypeapplication/msword-
dc.languageengen_HK
dc.publisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/0305764X.aspen_HK
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License-
dc.subjectEducationen_HK
dc.subjectHigher educationen_HK
dc.titleEducation, civic participation and identity: Continuity and change in Hong Kongen_HK
dc.typeArticleen_HK
dc.identifier.openurlhttp://library.hku.hk:4550/resserv?sid=HKU:IR&issn=0305-764X&volume=30&issue=2&spage=243&epage=262&date=2000&atitle=Education,+civic+participation+and+identity:+Continuity+and+change+in+Hong+Kongen_HK
dc.identifier.emailMorris, PJTF: pmorris@hkucc.hku.hken_HK
dc.identifier.emailKan, FLF: flfkan@hkucc.hku.hken_HK
dc.description.naturepostprinten_HK
dc.identifier.doi10.1080/713657148en_HK
dc.identifier.hkuros50770-

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