This paper is the first phase of the project entitled “A Critical and Comprehensive Review of the Development of Social Education Curriculum at the Primary Level in Hong Kong”. In this phase, the contextual factors leading to the developmental changes of primary social education curriculum from 1967 to 1997 are traced and analysed so as to prepare grounds for a comparative study of the counterparts in Shanghai. The methodologies of documentary analysis and informal interviews are utilized to substantiate the induction approach that draws conclusion from various sources and data. It is hoped that this preliminary study will shed light on the phylogenetic accounts for the primary social education curriculum in Hong Kong, with particular emphasis on the external and internal forces that have interacted in shaping its changes.
|Publication status||Published - 1999|