Civic education and political change : a case study in a primary school in Hong Kong

1997 ◽  
Author(s):  
Yin-fun Lo
Keyword(s):  
Hong Kong ◽  
Primary School ◽  
Civic Education ◽  
Political Change

scholarly journals Media Use and Protest Mobilization: A Case Study of Umbrella Movement Within Hong Kong Schools

2018 ◽  
Vol 4 (1) ◽  
pp. 205630511876335 ◽  
Author(s):  
Donna SC Chu
Keyword(s):  
Social Media ◽  
Hong Kong ◽  
Civic Education ◽  
Student Leaders ◽  
Cultural Contexts ◽  
Opinion Expression ◽  
Communication Practices ◽  
Depth Interviews ◽  
Education In Hong Kong

This study aims to examine the roles of social media in protest mobilization through the case of Umbrella Movement. Instead of focusing in the occupied sites, the study chose to look at mobilization efforts and confrontations within Hong Kong secondary schools. In-depth interviews were conducted with 14 students, teachers and principals from four schools, with an aim to identify how members in schools used different media for information sharing, opinion expression and mobilization. It also reconstructed what actually occurred in the tactful negotiations between school authorities and student leaders during the movement. The findings of this study suggest that how different communication practices are mediated in particular social and cultural contexts remain to be relevant and important, as the stress on “harmony” in local education settings illustrate in this case study. The strong adherence to political neutrality and professionalism suggest that schools could hardly provide the kind of idealistic civic education stated in curriculum documents. The findings prompted for a critical reading of how apolitical civic education in Hong Kong schools constrained a social movement that was supposedly led by the youth.

scholarly journals Context and curriculum in two global cities: A study of discourses of citizenship in Hong Kong and Singapore

2016 ◽  
Vol 24 ◽  
pp. 58 ◽  
Author(s):  
Theresa Alviar-Martin ◽  
Mark Baildon
Keyword(s):  
Hong Kong ◽  
Civic Education ◽  
Global Economy ◽  
Meaning Making ◽  
Global Citizenship ◽  
Comparative Case Study ◽  
Global Cities ◽  
National Economic ◽  
Alternative Discourses

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. 

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