Hybridity in a guidance curriculum in Hong Kong

Yuk Yee Pattie LUK-FONG

Research output: Contribution to journalArticles

14 Citations (Scopus)

Abstract

This paper presents findings on a hybrid guidance curriculum in Hong Kong, a place where East meets West in education and in many other spheres. A qualitative case study method is applied that uses questions for understanding the ‘self’ in guidance but incorporates Confucian cardinal human relationships of parent–child, brother–sister, husband–wife, superior–subordinate, teacher–pupil and friend–friend in understanding the ‘other’ relationships. The study of ‘self–other relationship’ is combined with Lawton’s (Social change, educational theory and curriculum planning, Hodder, London, 1973) model of curriculum development in Western traditions. Data obtained from stakeholders in schools include traditional Chinese ideas as well as modern Western ideas. Implications of this framework to the study of other societies with a mix of Western and traditional cultures are discussed. Copyright © 2006 Springer Science + Business Media, Inc.
Original languageEnglish
Pages (from-to)331-342
JournalInternational Journal for the Advancement of Counselling
Volume34
Issue number4
DOIs
Publication statusPublished - Dec 2006

Citation

Luk-Fong, P. Y. Y. (2006). Hybridity in a guidance curriculum in Hong Kong. International Journal for the Advancement of Counselling, 28(4), 331-342.

Keywords

  • Hong Kong
  • Hybrid values
  • Guidance curriculum
  • Qualitative methodology
  • Self–other relationships

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