Understanding controversies of national education: Case studies of perceptions on national education of Hong Kong secondary school teachers

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Abstract

This qualitative multiple-case study research attempts to shed light on controversies associated with National Education in Hong Kong by exploring the perceptions of National Education of secondary school teachers. Since the resumption of Hong Kong’s sovereignty by China in 1997, national identification with Chinese has been a policy priority. There has been an increase of National Education which aims at cultivating a Chinese national identity. This study used convenient sampling method on 10 purposively chosen sample of experienced Hong Kong citizenship education teachers, with in-depth interviews as data collection method. The findings reveal that teachers perceive National Education with different aims and teaching methods, and knowledge transmission is highlighted in National Education. There are patriotic, affective, critical thinking approaches, experiential learning and reflective teaching in National Education. Apart from arguing for different pedagogies and assessments in teaching National Education, this paper also calls for recognizing global identity and global citizenship education. Copyright © 2013 Comparative Education Society of Hong Kong.
Original languageEnglish
Pages (from-to)65-98
JournalInternational Journal of Comparative Education and Development
Volume15
Issue number2
Publication statusPublished - Aug 2013

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secondary school teacher
Hong Kong
education
citizenship
data collection method
Teaching
teacher
teaching method
national identity
sovereignty
China

Citation

Chong, K. M. (2013). Understanding controversies of national education: Case studies of perceptions on national education of Hong Kong secondary school teachers. International Journal of Comparative Education and Development, 15(2), 65-98.

Keywords

  • Hong Kong secondary school teachers
  • Perceptions
  • National education