Both Hong Kong and Macau issued civic education documents before their sovereignty was returned to China. These two internationalized cities aimed to prepare for the future when their colonial governance was coming to an end. Having taken decolonization policies into consideration, it is understandable that sovereignty regimes have their own self-designed citizenship education plans. Judgments with selective commentaries on public and political events could transmit various and crucial political messages. Their proposed curriculum might differ in contents but their essential qualities of civic education targeted at facilitating students’ core values and positive attitudes. Deficiencies are thus identified and how such deficiencies are later reflected in history is noted. The new concepts of citizenship were merely prominent in these two areas and the contents were no longer creative. It is observable that the lack of adoption of recommendations on education concerned with the nurturing of young people and their empowerment with self-determinism is clearly perceptible, under the so-called “one country, two systems” governance. Or, it may well be that something was overlooked. If so, it may be that there may be a lack of planning for social harmony and sustainability of these metropolitan cities. The problem is quite thought-provoking. Coryright © 2018 David Publishing Company.
|Journal||Journal of US-China Public Administration|
|Publication status||Published - Jan 2018|
CitationHung, C. F. S. (2018). Civic education policy of decolonization in Hong Kong and Macau: A documentary analysis. Journal of US-China Public Administration, 15(1), 1-12. doi: 10.17265/1548-6591/2018.01.001
- Comparative analysis
- Civic education
- Sovereignty transfer