Nationalistic education as the focus for civics and citizenship education : The case of Hong Kong

Leung, Yan Wing; Print, Murray

doi:10.1007/bf03024912

Cited by 27 publications

(21 citation statements)

References 12 publications

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“…using textbooks. In recent years, the issues about citizenship education and nationalistic education have aroused a lot of discussions (Lee, 2004;Leung & Print, 2002). In order to build and to strengthen the Chinese solidarity as well as identity among Hong Kong people, the concept of 'race' plays an important role.…”

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confidence: 99%

Kaleidoscopic View of Chinese Philosophy of Education

Hung

2016

Educational Philosophy and Theory

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confidence: 99%

Kaleidoscopic View of Chinese Philosophy of Education

Hung

2016

Educational Philosophy and Theory

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“…Rebuilding national identity is a vital concern for smoothing the operation of the two systems under one country. Chinese culture and history have been increased in the general studies curriculum to promote a sense of Chineseness since the late 1990s (Leung & Print, 2002;Lo, 2004). This is intended to conceal the differences and relieve the tension between the national and the local in the process of identity rebuilding.…”

Section: Values/attitudesmentioning

confidence: 99%

The Primary Social Education Curricula in Hong Kong and Singapore: A Comparative Study

2010

Research in Comparative and International Education

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In the face of the challenges of globalization, nation states try to reinvigorate their traditional or national values and local identities as a kind of counterbalance to globalizing influences. Hence, social and citizenship education across nations in Asia takes different forms with certain distinctive varieties in terms of policies, practices and values in alignment with national priorities. Based on this premise, this article compares and contrasts the primary social education curricula in Hong Kong and Singapore in order to trace the differences and similarities in the responses of these two Asian city states to external and internal forces since the turn of the century. The article particularly sheds light on the tensions and contradictions in policies and practices in social and citizenship education as a result of the interaction of global and local perspectives.

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“…As revealed by a recent study, Hong Kong civics teachers hold multiple understandings of nationalistic education, composed of high support for education for cosmopolitan nationalism (91.3%), civic nationalism (89.8%) and cultural nationalism (90.4%) and moderate support for education for anti-colonial nationalism (69.4%) (Leung, 2003a&b;Leung & Print, 2002). An eclectic use of these types of nationalistic education is argued to be more liberal, rational and open.…”

Section: Multiple Understanding Of Nationalistic Education In Hong Komentioning

confidence: 99%

“…The study also revealed that a small number of teachers (6.3%) included education for totalitarian nationalism in their multiple understandings of nationalistic education (Leung, 2003 a&b;Leung & Print, 2002). Education for totalitarian nationalism equates love for the nation with the love for the ruling party and ideology, in this case, equates love for China with the love for the Chinese Communist Party (CCP) and Chinese socialism.…”

Section: Education For Totalitarian Nationalismmentioning

confidence: 99%

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Nationalistic Education and Indoctrination

Leung

2004

Citizenship, Social and Economics Education

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The Guidelines on Civic Education in School (1996) for Hong Kong recommend that there should be five foci in school civic education, namely education for democracy, human rights education, education for the rule of law, nationalistic education and global education. After the return of sovereignty of to the People's Republic of China in 1997, Hong Kong became the Hong Kong Special Administration Region (HKSAR) and the SAR government has singled out nationalistic education as the sole focus of civic education. This paper is a report of cases studies focusing on the understanding and practice of nationalistic education of three civic educators whose understanding is inclined towards education for totalitarian nationalism in Hong Kong secondary schools, using the concepts of indoctrination. The findings show that because of the teachers' inability to separate the nation from the ruling party and their strong mission of sending a positive image of the party to their students, they have tended to adopt particular teaching strategies, which might suppress the students' ability to reflect critically. According to the criteria of indoctrination, namely relationship, intention, content and teaching method, their teaching approaches tend to be indoctrinatory, rather than educational. This is certainly unacceptable to those who believe education is concerned with the development of independent, critically thinking individuals. Hopefully, this paper will enhance the awareness of the potential indoctrinatory nature of nationalistic education of teachers and shed light on the development of school-based nationalistic education aiming at the cultivation of the 'critical patriot'.

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Nationalistic education as the focus for civics and citizenship education : The case of Hong Kong

Cited by 27 publications

References 12 publications

Kaleidoscopic View of Chinese Philosophy of Education

Kaleidoscopic View of Chinese Philosophy of Education

The Primary Social Education Curricula in Hong Kong and Singapore: A Comparative Study

Nationalistic Education and Indoctrination

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