Schooling, politics and the construction of identity in Hong Kong: the 2012 ‘Moral and National Education’ crisis in historical context

Morris, Paul; Vickers, Edward

doi:10.1080/03050068.2015.1033169

Cited by 76 publications

(26 citation statements)

References 19 publications

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“…Before the war, Confucian classics had been taught to combat the influence of May Fourth ideas. 61 After the Second World War, history 57 For a detailed chronology of events, see Morris and Vickers 2015;Wong, Joshua 2015a. 58 Wong, Joshua 2012.…”

Section: The Anti-national Education Movement Of 2012 and Scholarism:mentioning

confidence: 99%

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The Rise of “Localism” and Civic Identity in Post-handover Hong Kong: Questioning the Chinese Nation-state

Veg¹

2017

The China Quarterly

172

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While it was traditionally accepted that Hongkongers shared a form of panChinese cultural identification that did not contradict their local distinctiveness, over the last decade Hong Kong has seen the rise of new types of local identity discourses. Most recently, "localists" have been a vocal presence. Hong Kong has -quite unexpectedly -developed a strong claim for selfdetermination. But how new is "localism" with respect to the more traditional "Hong Kong identity" that appeared in the 1970s? The present study takes a two-dimensional approach to study these discourses, examining not only their framework of identification (local versus pan-Chinese) but also their mode of identification (ethno-cultural versus civic). Using three case studies, the June Fourth vigil, the 2012 anti-National Education protest and the 2014 Umbrella movement, it distinguishes between groups advocating civic identification with the local community (Scholarism, HKFS) and others highlighting ethnic identification (Chin Wan). It argues that while local and national identification were traditionally not incompatible, the civic-based identification with a local democratic community, as advocated by most participants in recent movements, is becoming increasingly incompatible with the ethnic and cultural definition of the Chinese nation that is now being promoted by the Beijing government.Keywords: Hong Kong identity; localism; civic nationalism; cultural nationalism; June Fourth vigil; Umbrella movement; National Education Hong Kong's identification with the Chinese nation-state has been the subject of much discussion for over a century. Some of these debates are grounded in the ambiguous nature of the Chinese nation-state itself, others are connected to Hong Kong's distinctive historical path. As a British colony that had previously been a part of successive Chinese empires, Hong Kong cultivated a form of pan-Chinese cultural identification, which the colonial authorities tried to both foster and shape by placing a strong emphasis on a depoliticized form of

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Section: The Anti-national Education Movement Of 2012 and Scholarism:mentioning

confidence: 99%

“…2008. Promotion of National Education in Hong Kong -Current Situation, Challenges, and Way Forward, 9, as quoted in Morris and Vickers 2015. 60 Wong, Joshua 2015a, 44.…”

Section: The Anti-national Education Movement Of 2012 and Scholarism:mentioning

confidence: 99%

The Rise of “Localism” and Civic Identity in Post-handover Hong Kong: Questioning the Chinese Nation-state

Veg¹

2017

The China Quarterly

172

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“…These studies have tended to be in the subjects of Liberal Studies (LS) and English. Aside from critical pedagogy research, there have been classroom studies that look at contexts of critical thinking and civic engagement (Kam, 2012; Morris and Vickers, 2015). Although they often don’t use critical theory, this research is significant to note because they pose questions about student engagement, school reform, social issues, and impact.…”

Section: Praxis and Possibility: Challenging Dehumanizationmentioning

confidence: 99%

Emerging issues of teaching and social justice in Greater China: Neoliberalism and critical pedagogy in Hong Kong

Chang

McLaren

2018

Policy Futures in Education

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From the Americas to Asia, neoliberal policy restructuring continues to present major challenges to educational equity. In Hong Kong, teacher educators grapple with training students in pedagogy they believe in, versus the daily status quo of high-stakes exam prep, privatized “shadow education,” and a system seemingly pushed to the brink of neoliberal social efficiency. Indeed, in recent years, Hong Kong has recorded top rankings on the Trends in International Mathematics and Science Study and the Programme for International Student Assessment, along with record-setting protests and student suicides. Like in the USA, neoliberalization of teacher education in Hong Kong has proffered dilemmas of standardized curricula, evaluation, and licensure, often under the guise of “21st century skills and technology.” Both regions also face perpetual threats of being under- or de-funded, based on “data-driven” decision-making and leadership that are supposedly more accountable and efficient. Unsurprisingly, neoliberal policies and practices have often exacerbated inequities in teaching and learning, especially for communities labelled as minority or working-class. Within traditions of critical pedagogy, this article’s authors engage in a discussion on how educators and students are navigating the neoliberal behemoth and developing more inclusive spaces across local contexts of language, class, and culture. Based on the authors’ research in the Americas and Greater China, this article interrogates some of the junctures and ruptures of neoliberal education in Hong Kong, long-held as bridge between “East” and “West.” The article draws from the first author Benji Chang’s action research projects with pre-and in-service teachers in the region, which examines how they are critiquing and challenging dominant discourses of neoliberalism (e.g., positivism, standardization, and market-economy), and what brings hope. Given Hong Kong’s history of colonization with Europe and the USA, and the ever-expanding dominance of mainland China, this article makes a contribution to international scholarship concerned with teacher education and social justice.

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“…Chinese traditional culture has a long history. In the accumulation and precipitation of thousands of years, a distinctive cultural system has been formed [1][2]. Chinese excellent traditional culture should be integrated into curriculum and teaching material system, so as to promote the close integration of ideological and political education and Chinese excellent traditional culture education.…”

Section: Introductionmentioning

confidence: 99%

The Application of Chinese Excellent Traditional Culture in College Students' Ideological and Political Education

Liao¹

2018

Proceedings of the 2018 International Conference on Management and Education, Humanities and Social Sciences (MEHSS 2018)

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In order to improve the level of ideological and political education in colleges and universities, Chinese excellent traditional culture was applied in the education. First of all, the connotation of Chinese excellent traditional culture was elaborated. On this basis, the significance of Chinese excellent traditional culture in the ideological and political education of college students was discussed. Then, based on the questionnaire survey of 9 college students in Guangzhou, the current situation, characteristics and reasons of the lack of Chinese excellent traditional culture in today's college students' ideological and political quality were analyzed. Finally, to integrate the traditional culture into the ideological and political education of college students, the corresponding strategic measures were put forward. The results showed that Chinese excellent traditional culture enhanced the effectiveness of ideological and political education of college students. To sum up, it is of great significance to integrate Chinese traditional culture into the ideological and political education of college students. The excellent traditional culture improves the ideological and moral quality of college students.

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Schooling, politics and the construction of identity in Hong Kong: the 2012 ‘Moral and National Education’ crisis in historical context

Cited by 76 publications

References 19 publications

The Rise of “Localism” and Civic Identity in Post-handover Hong Kong: Questioning the Chinese Nation-state

The Rise of “Localism” and Civic Identity in Post-handover Hong Kong: Questioning the Chinese Nation-state

Emerging issues of teaching and social justice in Greater China: Neoliberalism and critical pedagogy in Hong Kong

The Application of Chinese Excellent Traditional Culture in College Students' Ideological and Political Education

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