Policy-making can be viewed as a process of social construction, with policy issues and solutions based on different policy-makers' definitions of, and the claims they make about, social problems. This process of "claims-making" can in turn be viewed as a process of persuasion, convincing others that a particular definition of a problem and a particular solution is valid. In this respect, the process of persuasion in policy-making can in turn be seen as containing the elements of argumentation and evidence. This paper attempts to account for Hong Kong citizenship education policy-makers' use of evidence, argument, and persuasion in promoting their version of policy solution for their definition of a social problem. Specifically, it compares arguments made by legislators and government officials in 1990 and 1997 Education (Amendment) Bill debates over the restriction and control over political education in Hong Kong's schools.
|Publication status||Published - 2004|
|Event||The 28th Annual Pacific Circle Consortium Conference: Civic Values and Social Responsibility in a Global Context - The Hong Kong Institute of Education, Hong Kong|
Duration: 01 Apr 2004 → 30 Apr 2004
|Conference||The 28th Annual Pacific Circle Consortium Conference: Civic Values and Social Responsibility in a Global Context|
|Period||01/04/04 → 30/04/04|
CitationFairbrother, G. P. (2004, April). Argument in the citizenship education policy process in Hong Kong. Paper presented at the Pacific Circle Consortium 28th Annual Conference: Civic Values and Social Responsibility in a Global Context, The Hong Kong Institute of Education, China.
- Educational Policy and Management