Civic education has been re-surging in Hong Kong schools since the process of re-integration with China, which was began in the 1980s. During the process, two sets of guidelines on civic education have been issued, generating much impact on the curriculum development of schools in the related area. This chapter adopts a case study approach to develop a focused and in-depth study of a secondary school, which is renowned for its achievements in implementing civic education in local context. Various research instruments and methods, including questionnaire survey, focused interview and content (documentary) analysis are used to study the changes in the school context as well as the inhibiting and facilitating factors in the process of implementing civic education through the Whole-School or Permeation Approach. It is expected that the findings could generate revelatory impact on the future betterment of civic education in secondary schools. Copyright © 2007 International Cultural Research Network Press.
|Title of host publication||Exploring cultural perspectives in education|
|Place of Publication||Edmonton, Alberta|
|Publisher||International Cultural Research Network Press|
|Publication status||Published - 2007|
CitationLo, T. Y. J. (2007). Whole-school approach to the implementation of civic education in Hong Kong secondary school: A case study. In H. Maitles (Ed.), Exploring cultural perspectives in education (pp. 172-200). Edmonton, Alberta: International Cultural Research Network Press.
- Secondary Education
- Theory and Practice of Teaching and Learning