Argument in the citizenship education policy process in Hong Kong

Gregory Paul FAIRBROTHER

Argument in the citizenship education policy process in Hong Kong

Gregory Paul FAIRBROTHER

Department of Social Sciences (SSC)

Research output: Contribution to conference › Papers

Abstract

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.

Original language	English
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, China Duration: 01 Apr 2004 → 30 Apr 2004

Conference

Conference	The 28th Annual Pacific Circle Consortium Conference: Civic Values and Social Responsibility in a Global Context
Country/Territory	Hong Kong, China
Period	01/04/04 → 30/04/04

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

SDG 4 Quality Education

Keywords

Educational Policy and Management

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AB - 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.

M3 - Papers

T2 - The 28th Annual Pacific Circle Consortium Conference: Civic Values and Social Responsibility in a Global Context

Y2 - 1 April 2004 through 30 April 2004

ER -

Argument in the citizenship education policy process in Hong Kong

Abstract

Conference

UN SDGs

Keywords

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