Who is Hong Kong? Diversity in postcolonial Hong Kong curriculum

Research output: Chapter in Book/Report/Conference proceedingChapters

1 Citation (Scopus)

Abstract

This chapter considers the place of minorities in the formal Hong Kong curriculum by examining the extent and nature of representations of ethnic and religious minorities in Hong Kong “Liberal Studies” textbooks. Liberal Studies is the single required course in secondary Hong Kong education which focuses on social studies and world issues, and therefore is the primary place where one would expect to see any discussion of diversity and related issues in society in the formal, mandated curriculum. This chapter conceives of textbooks as an important part of the curriculum, which guides and steers educators and students, though it is not the only site of educative content. This is a qualitative and discursive study of how minorities are discussed in Hong Kong education, which reveals that minorities are often absent from discussion of society taking place in schools. The chapter goes on to argue that this imbalanced representation of “who” is Hong Kong harms not only minorities but also majority culture and society in Hong Kong, as it fails to provide balanced and accurate information necessary to equip students to become active participants in a democratic society. Copyright © 2018 selection and editorial matter, Yun-Kyung Cha, Seung-Hwan Ham, and Moosung Lee; individual chapters, the contributors.
Original languageEnglish
Title of host publicationRoutledge international handbook of multicultural education research in Asia Pacific
EditorsYun-Kyung CHA, Seung-Hwan HAM, Moosung LEE
Place of PublicationLondon
PublisherTaylor and Francis
Pages91-103
ISBN (Electronic)9781351179959, 9781351179942, 9781351179928
ISBN (Print)9781138831247, 9780367659950
DOIs
Publication statusPublished - 2018

Citation

Jackson, L. (2018). Who is Hong Kong? Diversity in postcolonial Hong Kong curriculum. In Y.-K. Cha, S.-H. Ham, & M. Lee (Eds.), Routledge international handbook of multicultural education research in Asia Pacific (pp. 91-103). London: Taylor and Francis.

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