Becoming civil in Hong Kong: a tale of two schools |
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| Affiliation: | 1. The Hong Kong Institute of Education, 10 Lo Ping Road, Tai Po, New Territories, Hong Kong;2. Department of Curriculum Studies, The University of Hong Kong, Pokfulam Road, Hong Kong;1. Department of Industrial Chemistry, School of Chemical Sciences, Alagappa University, Karaikudi-03, Tamil Nadu, India;2. Structural Biology and Bio-computing Lab, Department of Bioinformatics, Alagappa University, Karaikudi-04, Tamil Nadu, India;3. Dept. of Studies in Physics, University of Mysore, Mansagangotri, Mysore-06, India;4. Institute for Stem Cell Biology and Regenerative Medicine, Bangalore, 560065, India;5. Department of Chemistry, University of Miami, Coral Gables, Miami, FL 33124, United States;1. Department of Mathematics, Sapienza University of Rome, 00185 Rome, Italy;2. Department of Mathematics, Boğaziçi University, 34342 Bebek, Istanbul, Turkey;3. Department of Computer Science, University of California, Santa Barbara, CA 93106, USA;4. Department of Computer Science, University of Saskatchewan, Saskatoon, SK S7N 5A9, Canada |
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| Abstract: | This chapter describes the study as it was conducted in Hong Kong in two case study schools. The first is a new school located in a recently developed area close to the mainland border. The second is a long established school, operated by the Anglican Church. The results suggested that the goals promoted by the government were not a strong feature of the schools’ implemented programs. Although the planned goals of civic education in the first school reflected the national policy, in practice, the emphasis was on prescribing correct attitudes and the maintenance of order and discipline. In the second school, there was no continuity between the school's goal and the national policy; however, there was a strong continuity between the school's goal and the perspectives of all stakeholders. |
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