The changing concept of social education in the Hong Kong primary school curriculum

Sum Cho PO, Jun FANG

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

Although educators have not come to an agreed single definition on social education, this area of learning is often used synonymously for citizenship education. With the re-unification of Hong Kong with China, the preparation for “good citizenship” has received increasing attention by both the general public and the practitioners. A deep understanding of social education is undoubtedly necessary. This paper attempts to describe the evolution of the concept of social education in the Hong Kong educational setting and identify its major characteristics through a comparative study of the syllabuses of related subjects published at different periods of time (Social Studies, 1967 and 1980 and General Studies, 1994 and 1997). The concept of social education as reflected in these curriculum documents is critically examined and evaluated in the light of the local context, the different perspectives on curriculum and learning, and its recent developments in other parts of the world, particularly in the US. Copyright © 2000 The Hong Kong Institute of Education.
Original languageEnglish
Title of host publicationProceedings of International Conference on Teacher Education 1999: Teaching effectiveness and teacher development in the new century
Place of PublicationHong Kong
PublisherHong Kong Institute of Education
Pages1-7
ISBN (Print)9629490382
Publication statusPublished - 2000

Fingerprint

primary school
Hong Kong
curriculum
education
citizenship
reunification
educational setting
social studies
learning
educator
China

Citation

Po, S. C., & Fang, J. (2000). The changing concept of social education in the Hong Kong primary school curriculum. In Proceedings of International Conference on Teacher Education 1999: Teaching effectiveness and teacher development in the new century [CD-ROM] (pp. 1-7). Hong Kong: Hong Kong Institute of Education.