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Article: Globalization and multileveled citizenship education: A tale of two chinese cities, Hong Kong and Shanghai

TitleGlobalization and multileveled citizenship education: A tale of two chinese cities, Hong Kong and Shanghai
Authors
Issue Date2009
PublisherEBSCO Publishing. The Journal's web site is located at http://www.tcrecord.org/
Citation
Teachers College Record, 2009, v. 111 n. 4, p. 851-892 How to Cite?
AbstractBackground/Context: For centuries, the notions of citizenship and citizenship education have been associated with the nation-state and civic elements. However, since the late 20th century, these traditional notions have been challenged by globalization. In the discourse of globalization, citizenship, and citizenship education, some scholars suggest a simplistic replacement or shift from national citizenship to global citizenship, regional citizenship, or local and group identities. Against these simplistic, single-leveled approaches is the argument for both the continuing importance of nation-specific characteristics of citizenship and the strong need to diversify the nation-state-oriented and civic-specific framework to form multileveled and multidimensional ones. They accommodate individuals' engagement in the various domains of human activities and their memberships at various levels, ranging from individual to community, heal, national, and international or global ones. Some scholars have advocated a multidimensional model of citizenship education by regrouping human relationships and activities into four major dimensions-personal, social, spatial, and temporal-which can intersect with various levels in the multilevel polity. However, these general, static frameworks are not backed by strong empirical evidence and do not explain the complexity of interplay among different actors at the same level and/or between levels. Purpose: The purpose of the article is twofold. First, it aims to provide empirical evidence for the general framework of multileveled and multidimensional citizenship education by assessing students'views of citizenship in a multileveled polity with reference to Hong Kong and Shanghai in China. Second, xrith the help of the comparative study, the article is intended to supplement the general framework by proposing a theoretical framework that explains the complex interplay of different actors in their choices of citizenship elements from a multileveled polity. Setting: The study took place in three public junior secondary schools in Shanghai and three aided secondary schools in Hong Kong and assessed their students' views of the global, national, local, and personal-social domains of multiple identities in a multileveled polity. Research Design: The study adopted a mixed methodology of observations, questionnaires, and interview surveys to collect data. Data Collection and Analysis: Data are drawn from questionnaires completed by 1,402 students attending Grades 7-9, and 38 interviews with principals, teachers, and students from both societies between 2002 and 2003. Conclusions/Recommendations: The study shows that although students of Hong Kong and Shanghai were aware of having multiple citizenships, some of their views of the relative importance of, and the interrelationships among, four dimensions of citizenship differed. The patterns of their perceptions of multiple citizenships reflect similarities and differences in the organization of citizenship education between schools in Hong Kong and Shanghai, the nation-state's influences on local citizenship curricula, and local governments' development considerations in remaking collective identity. With the help of the comparative study, the article supplements the general framework by proposing a theoretical framework for interpreting citizenship and citizenship education as dynamic, context-bounded, and multi-leveled social constructions reinvented through the intertwined interactions of different actors in response to social changes, including globalization. Copyright © by Teachers College, Columbia University.
Persistent Identifierhttp://hdl.handle.net/10722/60020
ISSN
2015 Impact Factor: 0.746
2015 SCImago Journal Rankings: 1.255
References

 

DC FieldValueLanguage
dc.contributor.authorLaw, WWen_HK
dc.contributor.authorNg, HMen_HK
dc.date.accessioned2010-05-31T04:02:15Z-
dc.date.available2010-05-31T04:02:15Z-
dc.date.issued2009en_HK
dc.identifier.citationTeachers College Record, 2009, v. 111 n. 4, p. 851-892en_HK
dc.identifier.issn0161-4681en_HK
dc.identifier.urihttp://hdl.handle.net/10722/60020-
dc.description.abstractBackground/Context: For centuries, the notions of citizenship and citizenship education have been associated with the nation-state and civic elements. However, since the late 20th century, these traditional notions have been challenged by globalization. In the discourse of globalization, citizenship, and citizenship education, some scholars suggest a simplistic replacement or shift from national citizenship to global citizenship, regional citizenship, or local and group identities. Against these simplistic, single-leveled approaches is the argument for both the continuing importance of nation-specific characteristics of citizenship and the strong need to diversify the nation-state-oriented and civic-specific framework to form multileveled and multidimensional ones. They accommodate individuals' engagement in the various domains of human activities and their memberships at various levels, ranging from individual to community, heal, national, and international or global ones. Some scholars have advocated a multidimensional model of citizenship education by regrouping human relationships and activities into four major dimensions-personal, social, spatial, and temporal-which can intersect with various levels in the multilevel polity. However, these general, static frameworks are not backed by strong empirical evidence and do not explain the complexity of interplay among different actors at the same level and/or between levels. Purpose: The purpose of the article is twofold. First, it aims to provide empirical evidence for the general framework of multileveled and multidimensional citizenship education by assessing students'views of citizenship in a multileveled polity with reference to Hong Kong and Shanghai in China. Second, xrith the help of the comparative study, the article is intended to supplement the general framework by proposing a theoretical framework that explains the complex interplay of different actors in their choices of citizenship elements from a multileveled polity. Setting: The study took place in three public junior secondary schools in Shanghai and three aided secondary schools in Hong Kong and assessed their students' views of the global, national, local, and personal-social domains of multiple identities in a multileveled polity. Research Design: The study adopted a mixed methodology of observations, questionnaires, and interview surveys to collect data. Data Collection and Analysis: Data are drawn from questionnaires completed by 1,402 students attending Grades 7-9, and 38 interviews with principals, teachers, and students from both societies between 2002 and 2003. Conclusions/Recommendations: The study shows that although students of Hong Kong and Shanghai were aware of having multiple citizenships, some of their views of the relative importance of, and the interrelationships among, four dimensions of citizenship differed. The patterns of their perceptions of multiple citizenships reflect similarities and differences in the organization of citizenship education between schools in Hong Kong and Shanghai, the nation-state's influences on local citizenship curricula, and local governments' development considerations in remaking collective identity. With the help of the comparative study, the article supplements the general framework by proposing a theoretical framework for interpreting citizenship and citizenship education as dynamic, context-bounded, and multi-leveled social constructions reinvented through the intertwined interactions of different actors in response to social changes, including globalization. Copyright © by Teachers College, Columbia University.en_HK
dc.languageengen_HK
dc.publisherEBSCO Publishing. The Journal's web site is located at http://www.tcrecord.org/en_HK
dc.relation.ispartofTeachers College Recorden_HK
dc.titleGlobalization and multileveled citizenship education: A tale of two chinese cities, Hong Kong and Shanghaien_HK
dc.typeArticleen_HK
dc.identifier.openurlhttp://library.hku.hk:4550/resserv?sid=HKU:IR&issn=0161-4681&volume=111&spage=851&epage=892&date=2009&atitle=Globalization+and+Multileveled+Citizenship+Education:+A+Tale+of+Two+Chinese+Cities,+Hong+Kong+and+Shanghaien_HK
dc.identifier.emailLaw, WW: wwlaw@hku.hken_HK
dc.identifier.emailNg, HM: hmng@hkucc.hku.hken_HK
dc.identifier.authorityLaw, WW=rp00921en_HK
dc.identifier.authorityNg, HM=rp00941en_HK
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.scopuseid_2-s2.0-64549124782en_HK
dc.identifier.hkuros156100en_HK
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-64549124782&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume111en_HK
dc.identifier.issue4en_HK
dc.identifier.spage851en_HK
dc.identifier.epage892en_HK
dc.publisher.placeUnited Statesen_HK
dc.identifier.scopusauthoridLaw, WW=7103147827en_HK
dc.identifier.scopusauthoridNg, HM=7401619291en_HK

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