The Development of Citizenship Education Curriculum in Hong Kong after 1997: Tensions between National Identity and Global Citizenship

2008 ◽  
pp. 29-42 ◽  
Author(s):  
Wing On Lee
Keyword(s):  
Hong Kong ◽  
National Identity ◽  
Citizenship Education ◽  
Global Citizenship ◽  
Education Curriculum

Difference and Conflict in Global Citizenship in Higher Education in Canada

2009 ◽  
Vol 2 (3) ◽  
pp. 5-24 ◽  
Author(s):  
Vanessa Andreotti ◽  
David Jefferess ◽  
Karen Pashby ◽  
Cash Rowe ◽  
Paul Tarc ◽  
...  
Keyword(s):  
Higher Education ◽  
National Identity ◽  
Citizenship Education ◽  
Global Citizenship ◽  
Higher Education Institutions ◽  
Research And Practice ◽  
Global Citizenship Education

This paper presents a multi-voiced response to the question: how might conflict and difference be conceptualised in global citizenship education (GCE) imaginaries in Canada? It offers responses from six educators engaged with GCE research and practice in higher education institutions in Canada. The responses address different angles and issues related to difference and GCE, such as multiculturalism, (neo) colonialism, paternalism, indigeneity, internationalism, neoliberalism, benevolence and national identity building in Canada.

Are we on the same page?

2016 ◽  
Vol 5 (1) ◽  
pp. 109-120 ◽  
Author(s):  
Mina Min
Keyword(s):  
Hong Kong ◽  
National Identity ◽  
Citizenship Education ◽  
Teaching And Learning ◽  
Content Type ◽  
Intended Curriculum ◽  
Unique Identity ◽  
Teachers And Students ◽  
Hong Kong Students ◽  
Negative Perceptions

Purpose – Hong Kong is a case that demonstrates the distinctively multi-dimensional nature of citizenship within and in relation to a given nation. The purposes of this paper are to: first, discuss Hong Kongers’ unique identity and the influence of political, historical and economic factors on them in order to show the value of challenging the “national citizenship” approach as a dominant discourse in the intended curriculum of Hong Kong citizenship education; second, analyze the efforts of the People’s Republic of China (PRC) to foster a stronger sense of Chinese national identity in Hong Kong students; and third, evaluate the appropriateness of this nationalistic approach by examining its compatibility with and coherence to in relation to the implemented and attained curriculum. Design/methodology/approach – This study analyzes existing scholarly discussions on the PRC’s emphasis on Chinese national identity in citizenship education and negative perceptions held by teachers and students regarding the approach and presentation of their actual teaching and learning practices for citizenship education with empirical data. Findings – This paper illuminates the mismatch found between the intended curriculum and the implemented and attained curriculum in terms of the viewpoints of good citizens. Originality/value – The notion of “cultural citizenship” is suggested as an alternative approach to developing the curriculum of Hong Kong citizenship education. This paper will be of interest to those curriculum scholars, educational authorities and teachers who are interested in developing and implementing the curriculum of citizenship education.

Improving Emirati students’ social responsibility competence through global citizenship education

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Shytance T. Wren
Keyword(s):  
Social Responsibility ◽  
Instructional Strategies ◽  
Citizenship Education ◽  
Social Issues ◽  
Global Citizenship ◽  
Education Curriculum ◽  
Gulf Region ◽  
Content Type ◽  
Global Citizenship Education ◽  
The Impact

Purpose The purpose of this study is twofold: to determine if implementing a global citizenship education curriculum can aid the development of Emirati students’ social responsibility competence and to experiment with different instructional strategies that aim to yield improvement in the social responsibility of students. Design/methodology/approach The intervention research study used a mixed-methods quasi-experimental approach to examine Emirati students’ social responsibility gains and overall perceptions of a global citizenship education curriculum. Conceptual frameworks for instructional design of service-learning were used as theoretical underpinnings. The data were collected from student reflections, field notes, questionnaires and interviews. Findings Both the quantitative and qualitative data indicated that the global citizenship curriculum advanced students' understanding of social responsibility and civic concepts, specifically civic awareness, social justice and diversity. Research limitations/implications For future studies, researchers are encouraged to expand the current study's five-week timeframe by exploring the implications of a global citizenship education curriculum over a full term or even a whole academic year. Practical implications The results of the present study indicate that educators should experiment with curriculum redesign to further facilitate the development of social responsibility in undergraduate students. The results also suggest that educators incorporate specific instructional strategies such as integrated reflections and intergroup dialogue on social issues. Originality/value Social responsibility and global citizenship education have broadly been based on Western paradigms. Few studies have explored the impact of global citizenship education on the development of students' social responsibility in the Gulf region. This study fills the gap in knowledge by lending evidence of the role of global citizenship education in undergraduate university programs in the Gulf.

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