A pilot study on perceptions of Hong Kong's secondary school teachers on 'national identity' and 'national education'

Research output: Contribution to conferencePaper

Abstract

Since the return of sovereignty to China in 1997, national identification with China has been a priority in Hong Kong SAR government’s educational policy agenda. Hong Kong has seen an increase of national education activities which aim at cultivating a Chinese identity with emphasis on ethnic and cultural dimensions. By using case studies with in-depth interviews on selected samples of Hong Kong’s secondary school teachers, this study analyzes how do they perceive their national identity and how do they teach national education. The findings reveal that under the proclamation of Chinese national identity, there are differences in connotation emphases on their own national identity given by the respondents and they have different teaching strategies on national education. These findings have implications for understanding the meanings of national identity and national education in Hong Kong in a globalization era.
Original languageEnglish
Publication statusPublished - 2009

Citation

Chong, E. K. M. (2009, June). A pilot study on perceptions of Hong Kong's secondary school teachers on 'national identity' and 'national education'. Paper presented at the 5th CITIZED International Conference: Globalising Citizenship Education: Ambitions and Realities, Hong Kong Institute of Education, China.

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