Hong Kong civic education policy in the political transition period: An archaeological understanding and a genealogical analysis

Research output: Contribution to journalArticles

Abstract

Hong Kong people never gained autonomy and they were the ruled. What the government intended to educate people always showed the way and the trend of the officials wanted to govern their citizens or subjects. Govern mentality of education policy indicated the intentional reasons of making required citizens through schooling. Basically, the de-colonization showed that the policy of domestication was implemented during the Hong Kong transition period where the government patronized and empowered the Hong Kong people gradually through human rights adopted and political democratization from 1984 to 1997. The intentions were quite obvious presented in policy documents and responded to the historical contexts. Copyright © 2014 Center for Promoting Ideas, USA.
Original languageEnglish
Pages (from-to)168-177
JournalAmerican International Journal of Social Science
Volume3
Issue number3
Publication statusPublished - May 2014

Citation

Hung, C. F. S. (2014). Hong Kong civic education policy in the political transition period: An archaeological understanding and a genealogical analysis. American International Journal of Social Science, 3(3), 168-177.

Keywords

  • Governmentality
  • Civic education
  • De-colonization

Fingerprint Dive into the research topics of 'Hong Kong civic education policy in the political transition period: An archaeological understanding and a genealogical analysis'. Together they form a unique fingerprint.